1. Effective Behavior Management in Classroom & Nonclassroom Settings
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
April

2. PURPOSE
Provide brief overview of SWPBS practices & systems of behavior support in classroom & nonclassroom settings.
Nonclassroom practices & systems
Guiding principles
Classroom practices & systems

3. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

4. Five Guiding Principles

5. GP #1: Good teaching one of our best behavior management tools
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management

6. Responsiveness to Intervention
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
Circa 1996

7. 23 RTI Behavior Continuum Academic Continuum Integrated Continuum
NOTICE GREEN GOES IS FOR “ALL”
Mar

8. GP #2: Apply three tiered prevention logic to classroom setting
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~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

9. Aurora, CO, EBD, all schools
Two messages:
1. high rates of problem behaviors & reactive “get tough” management
2. teaching to the corner

10. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
SECONDARY PREVENTION
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION
~80% of Students

11. GP #3: Link classroom to school-wide
School-wide expectations
Classroom v. office managed rule violations

12. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

13. Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Experience
Common Language

14. GP #4: Teach academic like social skills
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously

15. GP #5: Build systems to support sustained use of effective practices

16. SYSTEMS FEATURES School-wide implementation
All staff
Direct teaching 1st day/week
Regular review, practice, & positive reinforcement
Team-based identification, implementation, & evaluation
Data-based decision making

17. RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED CONTINUOUS
INTERVENTIONS
CONTENT EXPERTISE & FLUENCY
PREVENTION
& EARLY INTERVENTION
CONTINUOUS
PROGRESS MONITORING
UNIVERSAL SCREENING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
RtI

18. Host Environment Features
Achieve desired outcome?
Effective
Doable by real implementer?
Efficient
Contextual & cultural?
Relevant
Lasting?
Durable
Transportable?
Scalable
Conceptually Sound?
Logical

19. = Effective Academic Instruction Effective Behavioral Interventions
Effective Behavior & Classroom Management =
Continuous & Efficient Data-based Decision Making
Systems for Durable & Accurate Implementation

20. Nonclassroom Settings

21. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

22. Purpose
To review critical features & essential practices of active supervision

23. Examples
An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

24. High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”

25. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

26. High school nurse lamented that “too many students were asking to use her restroom” during class transitions.

27. At least 2 times/month, police are called to settle arguments by parents & their children in parking lot

28. Over 50% of referrals occurring on “buses” during daily transitions.

29. Nonclassroom Settings
Particular times or places where supervision is emphasized
Cafeteria, hallways, playgrounds, bathrooms
Buses & bus loading zones, parking lots
Study halls, library, “free time”
Assemblies, sporting events, dances
Where instruction is not available as behavior management tool

30. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
DATA
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
PRACTICES
Supporting
Student Behavior

31. Classroom v. Nonclassroom
Teacher directed
Instructionally focused
Small # of predictable students
Nonclassroom
Student focused
Social focus
Large # of unpredictable students

32. Management Features (manipulable)
Physical environment
Routines & expectations
Staff behavior
Student behavior

33. Supervise Actively: Scan, Move, Interact
NON-CLASSROOM BASICS
Supervise Actively: Scan, Move, Interact
Precorrect (Remind Early)
Positively Reinforce
Teach Expectations & Routines

34. Basics
“Active Supervision:
Self-Assessment”
YES or NO

35. Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
Tally each Negative Student Contacts

36. Did I have at least 4 positive for 1 negative student contacts?
Yes No
2. Did I move throughout the area I was supervising?
3. Did I frequently scan the area I was supervising?
4. Did I positively interact with most of the students in the area?
5. Did I handle most minor rule violations quickly and quietly?
6. Did I follow school procedures for handling major rule violations?
7. Do I know our school-wide expectations (positively stated rules)?
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______

37. 1. At least 4 positive for each negative student contact?
Contextually, developmentally, culturally appropriate
Genuine, efficient, effective
Specific, meaningful
Varied in type & form

38. ~10 positive : 1 correction

39. Predictable v. unpredictable
2. Move continuously?
Obvious
Positive
Interactive
Predictable v. unpredictable

40. 3. Did I scan frequently? Head up Head & body orientation
Varied in type & form
Predictable v. unpredictable

41. 4. Positive interaction with most students?
Contextually, developmentally, culturally appropriate
Genuine, efficient, effective
Specific, meaningful
Varied in type & form

42. “Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

43. 5. Handle minor rule violations efficiently?
Contextually, developmentally, culturally appropriate
Privately v. publicly
Businesslike & efficiently
Follow w/ opportunity for positive
Reinforce rule following

44. 6. Follow SW procedures for major rule violations ?
Calm & business-like
Follow procedure
Disengage if escalation
Precorrect for next occurrence
Look for opportunity to reinforce

45. 7. Fluent w/ SW positive expectations?
Positively stated & visible
Taught directly across contexts
Context specific behavioral examples
Frequently acknowledged
Culturally & contextually appropriate

46. Douglas County S.D., CO 4-08

47. Douglas County S.D., CO 4-08

48. Douglas County S.D., CO 4-08

49. Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC

50. 8. Positively acknowledge at least 5 different students in setting?
Contextually, developmentally, culturally appropriate
Genuine, efficient, effective
Specific, meaningful
Varied in type & form

51. How did I do?
8-7 Super
6-5 Okay
<5 Improve

52. SYSTEMS FEATURES School-wide implementation
CBER Training Brief
SYSTEMS FEATURES
School-wide implementation
All staff
Direct teaching 1st day/week
Regular review, practice, & positive reinforcement
Team-based identification, implementation, & evaluation
Data-based decision making

53. CL Example

56. Talk, Walk, Squawk
An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

57. Neighborhood Watch
A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

58. Adopt-a-Bathroom
An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

59. 1-Way Cones
At least 2 times/month, police are called to settle arguments by parents & their children in parking lot

60. Music, Mags, Munchies
Over 50% of referrals occurring on “buses” during daily transitions.

61. Other examples Recess then lunch Numbers instead of alphabet
Movement between hallway & classroom
“Trash-Trays-n-Travel” & “Whisper While you Walk”
“Game Rule” cards
Participation in assembly

62. Example Supervisors’ Activities
For each item on Self-Assessment share one specific strategy you try to use.
Observe colleague.
Video tape & assess.
Agree on one item that everyone will emphasize next week, & tell all staff.
Complete Self-Assessment for one setting next week, & turn into Tom on Friday.

63. SYSTEMS FEATURES School-wide implementation
CBER Training Brief
SYSTEMS FEATURES
School-wide implementation
All staff
Direct teaching 1st day/week
Regular review, practice, & positive reinforcement
Team-based identification, implementation, & evaluation
Data-based decision making

64. Classroom Settings

65. How is My Classroom Management?
Brandi Simonsen & George Sugai
University of Connecticut
March

66. Purpose
Review critical features & essential practices of behavior management in classroom settings

67. Why formalize classroom management?
Arrange environment to maximize opportunities for
Academic achievement
Social success
Effective & efficient teaching

68. Essential Behavior & Classroom Management Practices
See Classroom Management Self-Checklist

69. Classroom Management: Self-Assessment
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Ratio of Positives to Negatives: _____ to 1

70. Classroom Management Practice
Rating
1. I have arranged my classroom to minimize crowding and distraction
Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
7. I actively supervised my classroom (e.g., moving, scanning) during instruction.
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super” “yes” = “So-So” <5 “yes” = “Improvement Needed”
# Yes___

71. 1. Minimize crowding & distractions
Design environments that promote appropriate behavior
Furniture, traffic flow, supervision, student v. teacher areas, seating arrangements

72. 2. Maximize structure & predictability
Teach teacher routines
Volunteers & substitutes, grading & testing, transitions, announcements
Teach student routines
Homework, group v. independent study, materials, restrooms, drinks, backpacks

73. 3. Say, show, practice, review, & reinforce positively stated expectations
Post expectations & rules
Teach in context
Prompt & precorrect
Monitor continuously
Acknowledge & reinforce regularly

74. Typical Contexts/ Routines Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
All
Use inside voice.
Raise hand to answer/talk.
Recycle paper.
Put writing tools inside desk.
Do your best.
Ask.
Morning Meeting
Eyes on speaker.
Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
Homework
Do own work.
Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.
Do homework night/day before.
Transition
Keep hands to self.
Put/get materials first.
Have plan.
Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready.
Ask if unclear.
Teacher Directed
Use materials as intended.
Independent Work
Return with done.
Use time as planned.
Problem to Solve
Stop, Step Back, Think, Act

75. 4. Give more acknowledgements for appropriate than inappropriate behavior
At least 4 to 1
At least once every 5 minutes
Follow correction w/ oppty for positive

76. 5. Maximize varied opportunities to respond
Individual v. group
Oral v. written v. gestural
Teacher v. student directed
Independent v. cooperative

77. 6. Maximize active engagement
Written, choral, gestural
Individual v. group
Continuous v. intermittent monitoring

78. 7. Continuous active supervision
Move
Scan
Interact
Remind & precorrect
Positively acknowledge

79. 8. Respond to inappropriate behavior by procedure
Minors
Signal
Restate correct
Check understanding
Reinforce
Majors
Follow SW procedures & agreements

80. Developmentally, culturally, contextually appropriate
9. Establish multiple strategies for acknowledging appropriate behavior
Developmentally, culturally, contextually appropriate
Social, tangible, activity, etc.
Frequents v. infrequent
Predictable v. unpredictable
Immediate v. delayed

81. 10. Provide specific feedback for errors & corrects
Contingent or linked
Always restate correct behavior
Connect to context

82. How did I do?
10-8 Super
7-5 Okay
<5 Improve

83. References
Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28,
Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management (2nd ed.). White Plains, NY: Longman.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.
Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1),
Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.
Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31,

84. SYSTEMS FEATURES School-wide implementation
All staff
Direct teaching 1st day/week
Regular review, practice, & positive reinforcement
Team-based identification, implementation, & evaluation
Data-based decision making

85. Behavior Management Basics
+ Teach
Define
Model
Practice
Prompt
Feedback
+ Strengthen
Monitor
Reinforce
- Minors
Monitor & signal
Prompt, reteach & redirect
- Majors
Monitor & anticipate
Precorrect & remind

86. pbis.org cber.org swis.org
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Play safe.
Include others.
Share equipment.
Practice good table manners
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs appropriately.
Wipe your feet.
Sit appropriately.
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