2. Understanding and Responding to Student Behavior
Lori Cameron
Liz Ptaschinski
wisconsinrticenter.org
wisconsinpbisnetwork.org
Anna Klusmeyer

3. Objectives
Present a continuum of responses to redirect student attention
Introduce the ABC’s of behavior to better understand and respond to student behavior

4. Common Language
Consequence: Results, actions, or events that directly follow a behavior.
Punishment: Reduces or extinguishes a problem behavior.
Reinforcement: increases the likelihood the behavior (pro-social or problem) is maintained or increased.

5. Common Language
Punishment: Reduces or extinguishes a problem behavior.
Losing something that is desired (ex. Privileges)
Adding an aversive (ex. Reprimands)
Does not necessarily guide toward desired behavior.
Punishment tells one what not to do, it does not tell one what to do.

6. Reflect What do you use more? Are you getting the outcomes you desire?
Prevention
Disciplinary action
Reinforcement
Are you getting the outcomes you desire?
Which list has practices that are more systemic? Which list was easier to come up with? Which list was longer? Access?

7. Strategies to Prevent Behavioral Error
Maximize structure
Post, teach, review, monitor and reinforce expectations/rules/routines
Function based thinking
Active Supervision
Scan, move, interact
Pre-Corrects

8. Continuum of Strategies to Discourage Behavior Error
Proximity
Non-Verbal Cue
Ignore/Attend/Praise
Re-Direct
Re-Teach
Provide Choice
Student Conference
No Break in Lesson
Prevention is the key. When inappropriate behaviors occur, educators should first assess setting or antecedent events that could be adjusted and ask the questions: “Do we have clear expectations?” “Have they been thoroughly taught?” and “Are we consistently using strategies to encourage the desired behaviors?” The best defense is always a great offense.
“Either problem – skill deficit or performance deficit – requires more teaching and practice to resolve.”
Break in Lesson
Carolyn Evertson: COMP

9. Positive impact on student behavior
Reduction of minor problem behavior
Increase in student engagement
Why is it important to provide active supervision? Active supervision allows for individual contact with students and gives the message that the students are important to the teacher. It provides opportunities for the teacher to validate and affirm student behaviors, and prompt different responses when needed. This added layer of connection makes a difference when it is necessary to redirect or correct student behavior. According to numerous research studies, there is a relationship between the number of supervisor - to - student interactions and the instances of problem behavior.
Active supervision:
Has a positive impact on student behavior in a variety of settings- including classroom
May reduce incidents of minor problem behavior
May lead to increases in student engagement
(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
Generally, getting eye contact before delivering a statement has more impact, but this is not necessarily so in all cultures. Active supervision gives you the opportunity to give statements privately if you have a sense that it might embarrass the student to receive praise or correction publicly.

10. Interacts frequently with students
Moves about the room
Dupry and Sugai state that when actively supervising, the teacher reaches all students by moving about the room when conducting lessons and during independent work times. Teacher proximity reduces misbehavior and increases student engagement.
Also, the teacher interacts frequently with students. This can include social comments, as well as specific positive feedback. Teachers can also redirect an off-task student privately, which often prevents misbehavior from escalating. Its important to note that some students respond best to direct messages, while others may need more gentle redirection. An example of a direct statement is, “Timmy, I’m talking. Please don’t disrespect me by interrupting.”
Sometimes, when working with a specific student or group or when conducting lessons, a teacher may have to stay in one place. Active supervision during these times consists of actively scanning the room, and looking at all students. This serves two purposes. First, it allows the teacher to identify potential behavior problems before they take hold. Secondly, a teacher can be in two places at one time. For instance, she can be standing near one student, even talking to a student, while giving another student The Look that communicates, “Back to work!”
Interacts frequently with students
Actively scans the room

11. Prompt: visual or verbal cue
A review of research provides this continuum of strategies as effective for responding to or correcting student misbehavior.
First, when misbehavior occurs, provide students with a prompt. Prompts are typically visual but can also be verbal. A prompt is a signal that alerts the child that a misbehavior has occurred and helps her to comply with expected behavior. Prompts can be as simple as pointing to a posted expectation. Or a verbal cue can be given, such as, “remember, rule four”. Other examples include finger to lips indicating quiet or silence; raised hand to decrease blurt outs, an open palm to show stop or slow down and pointing out where students should go. Prompts can be provided whole group or individually.
Prompt: visual or verbal cue 11

12. Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back”
EXPECTATIONS
Classroom Activities
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back”
Be Respectful
Use kind words & actions
Use appropriate voice level
Enter/exit classroom prepared
Use inside voice
Listen to others
Accept
differences
Encourage
Others
Wait your turn to speak
Use quiet voice
Keep your materials in your work area.
Eyes/ears on speaker
Raise hand to speak
Contribute to learning
Be Responsible
Follow adult directions
Take care of materials/equipment
Place materials in correct area
Begin warm-up promptly
Use Time Wisely
Contribute
Complete your part
Be a TASK master
Use your neighbor
Take notes
Meet your goals
Be Safe
Honor personal space
Use all equipment & materials appropriately
Walk
Stay in your work area
Keep work area clear
Stay at seat
Next, correction of a misbehavior can come from a redirect. In a redirect, the teacher specifically states the behavior from the classroom matrix the child is supposed to exhibit. “Remember, being respectful means raising a hand and waiting to be called on,” or “In this class, part of being responsible is to follow directions and do your work.” Classroom matrices were covered in module 1.
Pre-correct: remind of expected behavior

13. Re-teach: tell, show, practice, acknowledge
Find HS pictures
A third in-class option is to re-teach. Re-teaching means to state and demonstrate the appropriate behavior. Re-teaching goes beyond a re-direct because it gives the child an opportunity to hear and then show the appropriate behavior with immediate feedback from the teacher. This should be part of the academic lesson if there are several students that are not following behavioral expectations.
Re-teach: tell, show, practice, acknowledge 13

14. Provide choice: range of alternates
Lesson Break:
Next providing choice is frequently an effective strategy for managing inappropriate behavior. Choice can address location, order of completion, type of tool, or variety in activity. For example, the teacher can provide choices to complete the task in another location, such as, “You are welcome to work at your desk, at a table, or on the floor.” The teacher can provide choice on the order of task completion. The teacher can provide the choice of a different type of writing instrument, such as, “You may write in pen or pencil or you are welcome to type with a computer if you like.” Or the teacher can provide the choice of a different type of activity that accomplishes the same instructional objective.
Provide choice: range of alternates 14

15. Conference with student
Finally, error correction is sometimes best addressed by conferencing with a student.
Just as we do with an academic error, our goal in responding to a social or behavior error is to teach students what we want them to do instead. Remember, scolding, berating, ridiculing, and yelling are the LEAST effective ways for addressing misbehavior.
When students make a learning error on an academic task, we don’t scold or berate them. We give encouragement, show where the error was made, tell how to make a correction, give opportunities for practice, and then provide immediate feedback.
The same thing needs to happen when responding to behavioral errors.
In short, using a structured conference with a student may help meet this goal.
Conference with student 15

16. Considerations When Correcting Behavioral Error
Consistency
Least Restrictive Intrusive Strategy
Specific, yet brief
Quiet respectful interaction with the student

17. Understanding Behavior

18. Antecedent: What happens right before the behavior.
ABC’s of Behavior
Antecedent: What happens right before the behavior.
Behavior: Observable and measurable description.
Consequence: What happens after the behavior.
Main Idea: Defining behavior is the starting point to better understanding it. Next, identify the antecedent (what happens right before a behavior). Then identify the consequence (what happens after the behavior).

19. Behavior Anything we say or do How we react to our environment
Behaviors are learned and continue because they serve a purpose or function
We engage in behaviors because we have learned that a desired outcome occurs
Overview of Basic Behavior Principles [PDF Document]. Retrieved from:

20. Behavior Behavior Jennifer was off-task.
Davey was disrespectful during art class.
Davey refused to work during art class. When directed to do so by the teacher, he silently stared at her. When she prompted him again he said “you can’t make me”. The teacher encouraged Davey to make a good choice and walked away. Davey then told the students sitting at his table that their art projects “sucked” were “stupid”. He crossed his arms and put his head down for the rest of the hour.
Jennifer was off-task.
Davey was disrespectful during art class.
Liz was disruptive during work time.
Michelle was really helpful during class today.
Jennifer was drawing pictures in her notebook instead of completing the assigned math problems. Upon redirection she would take out her math then when the teacher walked away she would begin drawing again.
Davey refused to work during art class. When directed to do so by the teacher, he silently stared at her. When she prompted him again he said “you can’t make me”. The teacher encouraged Davey to make a good choice and walked away. Davey then told the students sitting at his table that their art projects “sucked” were “stupid”. He crossed his arms and put his head down for the rest of the hour.
Liz was turning and talking to peers around her during work time. The conversations were not related to the work. When redirected she would stop. When the teacher walked away she would start again.
Without anyone asking, Michelle helped a student with crutches get their materials for class. Additionally, she worked with the student sitting next to her understand how to complete their math problems.
Jennifer was off-task.
Jennifer was drawing pictures in her notebook instead of completing the assigned math problems. Upon redirection she would take out her math. However, when the teacher walked away she would begin drawing again.
Behavior
Main Idea: Behaviors need to be concretely described (like a 10 second movie script).

21. (b) Behavior
Behaviors need to be defined in ways that are observable and measurable.
When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.
Behaviors need to be defined in ways that are observable and measurable. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.
Main Idea: Identify the behavior

22. (a) Antecedent What occurs right before a behavior.
When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.
What occurs right before a behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.
Main Idea: Identify the antecedent.

23. (c) Consequence (outcome)
What happens after the behavior.
When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.
What happens after the behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.
Main Idea: Identify the consequence. Make sure we are not reinforcing the inappropriate behavior!

24. Obtain Avoid Function of Behavior
What is reinforcing or maintaining the behavior?
Obtain Avoid
Attention (peer, adult)
Tangibles/Activities
Sensory
Main Idea: There are two functions of behavior: Obtain and Avoid.

25. Function The reason the behavior occurred.
When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.
Function? To avoid (a task-math problems)
The reason the behavior occurred. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class. Function?
Main Idea: Identify the function.

26. Identify the Antecedent Identify the Consequence
Identify the Function
Identify the Behavior
Identify the Consequence
During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question.
During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question.
During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question.
During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question.
Main Idea: Identify the behavior, antecedent, consequence, and function
Function? Gain (teacher attention)

27. Identify… Behavior, Antecedent, Consequence, Function
When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day.
Function?
When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. Function? Avoid (cold temperature)
Main Idea: Identify the behavior, antecedent, consequence, and function. (Sometimes what it initially might appear to be might not be accurate-this is a real example-it was discovered that it was avoidance of the cold because it only happened on the super cold days with kids that did not have appropriate cold gear)

28. Stand Up-Hand Up-Pair Up
Share a time that either: Understanding the principles of behavior has had a positive effect in how you have responded to student behavior. OR How understanding the principles of behavior would have changed how you reacted to student behavior.

29. Wisdom From the Field Anna Klusmeyer Eisenhower Elementary School
Wauwatosa School District

30. Resources Classroom Management Modules
Basic FBA to BSP Training Modules (module 1)

31. session-b.questionpro.com