1. Classroom Systems within PBIS
Module 6
Rob Horner, University of Oregon

2. Objectives Define 10 features of effective classroom management
Build a strategy for defining and teaching classroom routines
Define the link between effective teaching and improved classroom behavior
Outcomes: Strategy for assessing classroom
management systems
Strategy for defining and teaching
classroom routines

3. Main Messages
The consequences for problem behavior are important (and necessary)…but prevention is more efficient and effective.
Invest in prevention first
Invest in a “whole-school” approach to classroom management
Effective instruction is among the most effective strategies for improving classroom behavior.
Focus as much on “how to implement” as on “what to do.”
Focus as much on how to improve classroom management across the whole school as you do on how to improve the classroom management in your class
Link behavior supports and academic supports. Students who are engaged and successful behave well
“All organizations are designed, intentionally or unwittingly, to generate exactly the results they get.”
R. Spencer Darling

4. Context/ Assumptions Your role is coach/trainer to implement PBIS
You can define the core purpose and features of PBIS
Your schools are ready for
Classroom Systems
(e.g. TFI scores)

5. Classroom Systems in TFI

7. Materials Slides PBIS Technical Brief
Classroom Self-Assessment Checklist
Teacher Request for Assistance Form

8. Sobering Considerations
Student problem behavior is cited by the U.S. Dept of Education as one of the top three reasons why educators leave the field.
Student problem behavior is one of the top two content areas identified by teachers (a) as an on-site training need, and (b) as a gap in their pre-service training.

9. A Framework for Considering Classroom Behavior Management
Responses to Problem Behavior
Prevention of Problem Behavior
Individual Classroom
Whole School

10. A Framework for Considering Classroom Behavior Management
Responses to Problem Behavior
Prevention of Problem Behavior
Individual Classroom
-Self-control
-Function-based response
-Negative response
-Early intervention
-5:1 ratio
-Define Expectations
Define Routines
Clear Consequences
Precorrection
Premack Schedule
Classroom layout
Academic match
Whole School
-Clear, school-wide consequence system
-Strong admin support
-School-wide reward system
-School-wide expectations
-School-wide assess
-School-wide data system
-Request for assist

11. SWPBIS
Practices
School-wide
Classroom
Non-
classroom
Family
Student

12. Systems for Students with High-Risk Behavior SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students 27

14. In Well Managed Classrooms Students:
Follow a predictable schedule
Demonstrate high rates of academic engagement
Experience high rates of academic success (85%)
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

15. In Classrooms that were Ineffective Wehby, Symons, &Shores (1995)
Less than half of student 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 and unpredictable distribution of teacher attention
Compliance to a command generally resulted in the delivery of another command

16. 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
It is your job as part of the SWPBS team to be able to do these things
Assess a classroom to identify potential problems
Provide teachers with tips and strategies
Help teacher evaluate success of strategies and plan
Need to show the Team Model!

17. Ten Features of Effective Classroom Management
Physical Layout is functional
Behavioral expectations taught
Teach common routines
Maintain high academic engagement
Prompt and pre-correct for appropriate behavior
Active supervision
High rate of positive recognition
Continuum of consequence for problem behavior
Collect and use data for decision-making
Request for assistance is easy and well defined (for teacher)

18. 1. 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

19. 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?

20. 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
e.g., quiet work areas, group interaction areas, and whole-class discussion areas
External: quiet, water, electrical outlets, extra light, etc.,
e.g., creative dramatics and listening centers

21. Classroom Arrangements
Desks in rows
Desks in a horseshoe

22. Classroom Arrangements
Desks in clusters
Desks in circles

23. Activity Select a grade level… and number of students in class
Define three typical activities done in class A B C
Define classroom organization and layout that is best for these activities yet allows teacher monitoring
Describe how classroom activity drives decision of classroom physical organization.

24. 2. 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

25. 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)
Establishing what is desired allows all conversations about problem behavior to focus on what SHOULD happen, not what should not be happening.

26. 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?
Do with a partner or as a group—do you know each other’s rooms?
Based on assessment of classroom
What problems are occurring?
What strategies/routines work well?
What skills are students lacking?
Goal: design environment to evoke appropriate behavior

27. 3. 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.

28. Designing Classroom Routines
Desired Behavior
Signal
Entering Class
Walk in, sit down, start work
Instruction on board
Obtaining class attention
Orient to teacher, be quiet ?
Getting Help during seat work

29. Classroom Routines Matrix
What do you expect?
What is the signal?

30. 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?

31. 4. Maximize Academic Engagement and Instructional Success
Match Instructional demands to student competence
Differentiated Instruction
Efficient transitions
Maximize opportunities for student responses
Self-management
Active Supervision
Move
Monitor
Communication/Contact/Acknowledge
Children with autism

32. Ensure Academic Success: Match Curriculum to Student Skills
Failure as a discriminative stimulus for problem behavior.
70% success rate.
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)
Differentiated Instruction
Amanda
Avoidance Video

33. Instruction Influences Behavior
Pacing
Opportunities for student responses
Acquisition vs Practice/Performance
Joe Wehby
Phil Gunter
Student feedback from teacher
Instructional priming.
Jorge

34. Vary modes of instruction
Group lecture
Small group
Independent work
Integrating Activities
Peer tutoring

35. 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

36. Examples Anne Todd Children with autism…use of picture schedule
Teach student expectations
Teach student to self-monitor
Teach student to self-evaluate
Teach student to self-recruit feedback
Children with autism…use of picture schedule
Complete independent seat work… and transition to next task without prompt
Anne

37. Activity: Self-recruited Recognition
What is one common classroom routine where self-recruited recognition would be appropriate?
Routine
Student Self-evaluation behavior
Student Self-recruitment behavior

38. 5. Prompt and pre-correct appropriate behavior
Review or practice appropriate behavioral routines prior to entering more difficult situations.
Start of independent seat-work
Prior to transitions
Behavioral Momentum for students with more intense needs.

39. 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?

40. 3 middle school age students (2 boys, 1 girl, AA, W, Hisp)
Problem Behavior: talking, annoying others, out of seat, sleeping, etc.
DV: % intervals on-task
10 minutes (15s momentary t.s.)
Multiple Baseline Design
IV: Greeting: Student name + positive statement, then normal routines
Allday & Pakurar (2007)

41. 6. Active Supervision Move Interact Acknowledge Pre-correct
Proximity makes a difference

42. 7. High Rate of Acknowledgement for Appropriate Behavior
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”
Provide multiple paths to success/praise.
Group contingencies, personal contingencies, etc

43. Many options for Reward Systems
Key features
Efficient
Functional
Sustainable
Individual/Group/Whole
Class DoJo
Good Behavior Game

44. Activity: Classroom Acknowledgements
What is a Student Behavior that you Value
How is student behavior acknowledged?
Is recognition benefiting one student, group, whole class, whole student body? 1. 2. 3.

45. 8. Establish a predictable and consistent 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

46. Consequences for Problem Behavior
Make every interaction a teaching event
Focus on what you want … more than what you don’t want
Invest in what happens BETWEEN problem events.
Prevent escalation
Disengage quickly
Continue instruction for remainder of class
Academic engagement is valued
Minimize reward for problem behavior
Consider WHAT the behavior is, WHERE it is occurring, WHY it continues.
Remove access to the WHY
Safety
Goal: design environment to evoke appropriate behavior
Tips for re-teaching rules
-ask students—not just recite but come up with examples and non-examples
-embed into curriculum

47. Solutions How can we avoid the problem context in the future?
Prevent
How can we avoid the problem context in the future?
Teach
How can we define, monitor and teach the desired behavior?
Prompt
How can we establish opportunities for the desired behavior?
Reinforce
How to ensure that desired behavior is rewarded regularly?
Extinguish or
Withhold Reward
How to minimize reward for problem behavior
Consequence
How to provide a functional consequence for problem behavior?
Safety
Ensure safety of all

48. Strategies for Teachers
Systemic
Immediate
Prevent
Isolate/ Define
Teach
Redirect
Prompt
Choice
Reward
Extinction for problem behavior
Correct/Consequence
Safety
Colvin
Rayette
Academic
Eddie
Shane

49. Role of Teams: Ensure Teachers Have a Plan
Distinguish between office managed and classroom managed
Classroom plans should include opportunities for students to learn and/or practice more acceptable behaviors
Help ensure consistency in delivery of consequences
Generate ideas for immediate consequences
Documentation system for classroom managed problems
Ideas for notifying parents of problems
Emphasize prevention

50. 9. Collect and use data for decision-making
Decisions:
Student grouping
Curriculum adaptations
More intense behavior support
Data to consider
Number of problem behaviors in classroom
Who: one student, many students
What: What are the problem behaviors
When: Time of day, Time of class
What activity, expectations
Why: To get attention, to avoid tasks, ???

51. One Example: Only for Classroom

52. 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

53. Whole School Emphasis
Define the Mean Classroom Management rating for the school
Each teacher does self-assessment (after training, or with coach)
Team shares mean (not individual scores)
Repeat process 2-3 times during the academic year.
Ask staff to identify any “element” they would want training around.
Organize professional development around staff requested “elements”
Always tie professional development back to student outcomes.

54. Activity: Classroom Self-Assessment.
Assume you are the faculty for the whole school.
Independently rate your own classroom
If you do not have a classroom rate a classroom you know best.
Develop a hypothetical “Mean” for the school
Identify the one or two elements 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.
Assume your action was completed and was effective
Develop hypothetical “Means” for two more iterations and plot the graph you would present to the faculty.

55. Summary Foundation Ideas 10 key elements to Classroom Management
Prevention, Whole School, Importance of Instruction
10 key elements to Classroom Management
Self-assessment for guiding individual classrooms
School-wide protocol for guiding professional development.