MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Advanced SW-PBS Teams: Session 4 Using the Classroom 8 as Individual Interventions

MO SW-PBS Working Agreements Be Respectful Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group

MO SW-PBS Attention Signal Practice When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction MO SW-PBS

Introductions Insert an Introductions Activity.

MO SW-PBS Review Discuss with your team your last update for staff or PD concerning Tier 3 information. Include : What was communicated? Who communicated the information? How was it communicated? Be prepared to share out!

MO SW-PBS Outcomes At the end of the session, you will be able to… Apply the 8 effective Classroom Practices to individual students who require Tier 3 supports

MO SW-PBS Prevention Strategies When developing prevention strategies for BIP we may apply the classroom 8 to an individual student who needs Tier 3 supports Please refer to Tier 1 Workbook Chapter 8

MO SW-PBS Effective Classroom Practices 1.Classroom Expectations 2.Classroom Procedures & Routines 3.Encouraging Expected Behavior 4.Discouraging Inappropriate Behavior 5.Active Supervision 6.Opportunities to Respond 7.Activity Sequencing & Choice 8.Task Difficulty

MO SW-PBS 1. Classroom Expectations and Behaviors/Rules Expectations are valued behaviors and attitudes Behaviors and Rules are interchangeable terms Behaviors/Rules are the specific criteria for meeting expectations Behaviors/Rules identify and define concepts of acceptable behavior Align with school-wide expectations

MO SW-PBS Classroom Expectations Are: Posted in a prominent location Directly taught and practiced with examples and non-examples Referred to regularly Acknowledged when followed

MO SW-PBS 2. Classroom Procedures and Routines Procedures are a method or process for how things are done within the classroom. Classroom procedures are patterns for accomplishing classroom tasks. Procedures form routines that help students meet expectations stated in classroom behaviors.

MO SW-PBS For Procedures to Become Routines… Teach Directly Practice regularly Reinforce frequently

MO SW-PBS To Apply Rules and Routines Individually Target student has reminder of rule or routine posted prominently on desk or notebook Student is active in practicing the rule/routine Student is asked to demonstrate the rule/routine for peers Pre-corrects are given to student immediately prior to the use of the rule/routine Student is acknowledged for demonstrating rule/routine

MO SW-PBS Rules and Routines Are all staff trained and are using rules and routines? How do you know? What supports do you have for those who have not consistently implemented? Mentor Additional practice opportunities Reinforcement or acknowledgement for those who are Data showing effects of implementation on student behavior

MO SW-PBS 3. Encouraging Expected Behavior Clarifying and teaching classroom expectations alone are not sufficient Similar to encouraging academic behavior Motivates students as they are initially learning expected behavior, and maintains them as students become more fluent with their use Essential to changing student behavior and creating a positive school environment

MO SW-PBS Encouraging Expected Behavior How does your school currently encourage expected behavior? Which methods may be used for individual student recognition? Are staff aware of how powerful teacher attention is and how it may be used to encourage expected behavior?

MO SW-PBS Adult Attention Two types of adult attention: 1.Non-contingent – attention provided regardless of student performance Greetings, smiles, conversation, etc. 2.Contingent–provided based upon student performance of an identified expectation or behavior Specific positive feedback, reinforcement, tangible items. MO SW-PBS

Low Rates of Teacher Attention Average teacher fails to take advantage of the power of attention. Approval statements for academic responses far outweigh those for social behavior. Highest rates of attention for social behavior occur in 2 nd grade and decrease dramatically after that. Teachers respond more frequently to inappropriate social behavior than to appropriate social behavior. This attention inadvertently maintains or increases the misbehavior. (White, 1975)

MO SW-PBS Preferred Adult Behaviors Behaviors that impact student affect, compliance, and learning: Proximity–communicate privately at 20” with individual students; communication across the room reserved for information intended for entire group only Listening–pause, attend thoughtfully to the student Eye Contact–communicate at eye level; look student in the eye when instructing or directing; hold eye contact briefly for compliance Pleasant Voice–use calm pleasant voice when talking with, praising, and correcting students Smiles–pleasant facial expression and frequent smiles Touch–appropriate brief nurturing touch Use of Student’s Name–begin interactions with student name and use frequently during interactions

MO SW-PBS Developing an Individual Schedule of Encouraging Expected Behavior Take baseline data (direct observation) to determine the frequency of problem behavior Determine which time frame is most problematic (doesn’t have to be entire day) Use baseline data to choose a recognition schedule shorter than the average interval found in baseline Recognize the student’s appropriate behavior before the problem behavior occurs

MO SW-PBS Encouraging For each scenario, determine a schedule of reinforcement, replacement behavior to be reinforced, and a method of reinforcement: Student talks out about every 10 – 15 minutes Student stays on task about 10 minutes before disturbing others

MO SW-PBS 4. Discouraging Inappropriate Behaviors Reasons for Inappropriate behavior : Skill deficit – student does not know the skill or understand context in which skill is to be used Performance Deficit – a lack of motivation to perform the preferred behavior Both require more teaching and practice to resolve

MO SW-PBS To Apply Individually Reteach Provide additional practice opportunities Proximal praise – praise a student close by who is performing behavior. When the target student performs the behavior, attention and praise are then provided Redirect – restate rule or routine Provide choice – 2 to 3 viable alternatives Student conference

MO SW-PBS Discouraging Individually Refer to BIP for tips on how to discourage without reinforcing the student’s function of behavior

MO SW-PBS Discouraging Individually For the following behaviors and functions, determine methods to discourage the behavior without reinforcing the function: Refusing to follow directions – escape task Disruptions – to gain peer attention Disruptions – to gain adult attention Off task by wandering room– escape task

MO SW-PBS 5. Active Supervision Monitor using : Moving Scanning Interacting

MO SW-PBS Applied Individually Place student where teacher can easily increase contact Individually interact with target student with eye contact, use of student name, touch, smiles, etc. Place student where they can be viewed from all areas of the classroom

MO SW-PBS 6. Opportunities to Respond Actively engage students with: Verbal strategies – choral response, think-pair- share Non-verbal strategies – students use a signal (clickers), response card (white board), writing or movement to respond.

MO SW-PBS For Individual Questioning Provide student with questions ahead of time When using previous mentioned strategies, have target student repeat or summarize for the class Have target student repeat or summarize what was said by the student who answered Allow adequate wait time If pulling sticks or names on strips of paper, increase the number of time target student has opportunity to be pulled

MO SW-PBS 7. Activity Sequencing and Choice For students who CAN DO the work but choose NOT TO DO IT, this strategy may be helpful Alter the sequence in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behavior Choice provides options in activities such as the type, order, materials, who, where and when they occur

MO SW-PBS Activity Sequencing and Choice Increases student engagement with learning and task completion through motivation Decreases disruptive behavior Improves student perceptions of assignments previously considered too difficult Helps build positive adult-student relationships (Kern & Clemens, 2007; Skinner, Hurst, Teeple & Meadows, 2002)

MO SW-PBS Activity Sequencing Task Interspersal – Intermixing easier tasks among more difficult tasks. Varying sequence of tasks are important for students who are at-risk. Students become frustrated with work perceived as difficult or provide more thought/effort Behavior Momentum – Using simple instructions to precede more difficult instructions or the known or easy task before the more difficult or new task

MO SW-PBS Choice Preplan methods students may use to complete tasks. Example for a book report: Written Told to partner Drawn Computer Spoken into tape recorder

MO SW-PBS Applying Individually Usual ratio is one mastered skills to every three new items (1:3)– may want 1:2 or even 1:1 Give three requests student can already do followed by one more difficult task. Give instructions in writing. Reinforce after completion Use individual student preferences for choice to complete assignments

MO SW-PBS Activity Sequencing and Choice List at least 2 viable choices for completing the following tasks: Independent math work sheet Read a chapter and answer comprehension questions

MO SW-PBS 8. Task Difficulty Adjust task to meet student ability Length of assignment or the time allotted Mode the task is to be completed (choice) Increase instruction or practice provided Additional support (buddy, instructional tips, calculator, written steps)

MO SW-PBS Action Planning What tasks should be added to your action plan related to todays training?

MO SW-PBS References Algozzine, B., Wang, C., & Violette, AS. (2011). Reexamining the relationship between academic and social behavior. Journal of Positive Behavior Interventions 13 (1), 3-16 Kern, L. & Clemens, NH. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the schools. 44(1), Skinner, CH., Hurst, KL., Teeple, DF., & Meadows, (2002). Increasing on-task behavior during mathematics independent seat-work in students with emotional disturbance by interspersing additional brief problems. Psychology in the Schools. 39,

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