1. Prevention in the Classroom

2. Activity Identify expectations you would have in your classroom

3. 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity For Example: Student Study Team Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures For example: Individual Intervention Plan Targeted Group Interventions Some students (at-risk) High efficiency Rapid response For example: After school tutoring program Targeted Group Interventions Some students (at-risk) High efficiency Rapid response For example: Group Social Skills Instruction Universal Interventions All students Preventive, proactive For Example: Academic instruction Through the math curriculum Universal Interventions All settings, all students Preventive, proactive For Example: Core values Instruction: Instruction in Schoolwide Expectations Academic Systems Social Systems

4. GP #1: Remember that good teaching one of our best behavior management tools Simonsen&Sugai (2008)

5. Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Simonsen&Sugai (2008)

6. 1. Minimize crowding & distraction Design environment to elicit appropriate behavior:  Arrange furniture to allow easy traffic flow.  Ensure adequate supervision of all areas.  Designate staff & student areas.  Seating arrangements (classrooms, cafeteria, etc.) Simonsen&Sugai (2008)

7. 2. Maximize structure & predictability Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc. Simonsen&Sugai (2008)

8. 3. State, teach, review & reinforce positively stated expectations Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up. Simonsen&Sugai (2008)

9. 4. Provide more acknowledgements for appropriate than inappropriate behavior Maintain at least 4 to 1 Interact positively once every 5 minutes Follow correction for rule violation with positive reinforcer for rule following Simonsen&Sugai (2008)

10. 5. Maximize varied opportunities to respond Vary individual v. group responding Vary response type  Oral, written, gestural Increase participatory instruction  Questioning, materials Simonsen&Sugai (2008)

11. 6. Maximize Active Engagement Vary format  Written, choral, gestures Specify observable engagements Link engagement with outcome objectives Simonsen&Sugai (2008)

12. 7. Actively & Continuously Supervise Move Scan Interact Remind/precorrect Positively acknowledge Simonsen&Sugai (2008)

13. 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence Simonsen&Sugai (2008)

14. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed Simonsen&Sugai (2008)

15. 10. Generally Provide Specific Feedback for Errors & Corrects Provide contingently Always indicate correct behaviors Link to context Simonsen&Sugai (2008)

16. Teach Expectations: An ongoing Cycle (Sprick et al., 1998) Teach Expectations: Model, Instruct before activity begins/transition begins Monitor Student Behavior by Circulation and Visually Scanning Provide feedback During the activity and and the end of activity

17. Other Important Factors Celebrations At least 3:1 positive (when student behaviors appropriately) to negative (when a student misbehaviors). Monitor students using data Use SR+

18. Prevention through Organization and Procedures Have procedures how to respond Bathroom pass Ask for help Transition from activities Turn in homework Teach roles and expectations for all activities and settings Allow students breaks and teach procedures for them

19. Organization and Seating Seat students to promote goals of learning activities Seat Students to promote AET/ALT Allow clear passages Easy access to materials and limit clutter Seat students so you can move easily to them and they have easy access to instructors

20. Responding to Misbehavior: A PBS Golden Rule It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student. Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)

21. Ethics What is an a aversive? The use of an aversive Punishment vs. aversive Preserving the dignity of the learner Integrity of practice Thinking about the whole person Universal application Accountability Awareness = Responsibility

22. Application Is this ethical- why or why not? Discuss this situation, what would you do if you knew about it- would you encourage the teacher support her, or something else?. In working with children what guidelines are critical to have for our profession? Especially consider issues like punishment, aversives, denial of basic rights, freedom of movement, dignity A student was having a behavior problems in your respected colleagues classroom. She was tactile defensive (sensitive to touch) and just rubbing her hand slightly with toothbrush was very unpleasant, possibly even painful; however it was difficult to assess exactly how painful it was because the student was non- verbal. The parent gave permission to your colleague, even encouraged her, to rub the toothbrush on her hand to help control the students behavior problems. The colleague was using the technique as a successful consequence and it was decreasing the students behavior problems in the classroom significantly.

23. Expectations & Responding To Misbehavior

24. In groups use the develop expectations for an chosen activity or transition. Then develop a fun & creative way you might teach what you have outlined or part of what you have outlined to your students. Demonstrate this creative approach to the class and share your completed worksheet on the overhead.

25. Responding to Misbehavior It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student. Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)

26. Responding to Misbehavior Early Stage Misbehaviors: Proximity Gentle verbal reminder Conference with a student Family contact Humor Praise someone who is behaving responsibly Restitution Calm disapproval PEP (Privacy, Eye Contact, Proximity)