1. Wayne RESA 2017-18 Chris McEvoy mcevoyc@resa.net
PBIS in the Classroom
Wayne RESA
Chris McEvoy

2. 6 Essential PBIS Best Practices in the Classroom
Teach and review positive behavior expectations frequently
Teach and review classroom routines & cues
Active supervision in all settings
Implement informal and formal systems of positive reinforcement
Provide high rates of opportunities to respond to instruction
Continuum of appropriate consequences enforced consistently & fairly

3. 1st Teach and Review Positive Behavior Expectations
Provide brief (5-15 minutes) lessons from the behavior expectations matrix.
Use a variety of methods appropriate to the grade level: discussion, role-play, PowerPoint, video, writing, art, etc.
Actively involve students in lessons and provide opportunities to practice. Check for understanding.
Schedule lessons every day at the beginning of the school year, review targeted locations (where needed) at least once per week.
Provide pre-corrections or reminders throughout the day, everyday, immediately before problems tend to arise.

4. 2nd Teach and Review Classroom Procedures and Cues
Identify and directly teach clear, simple classroom procedures for all transitions and routine tasks.
Teach the rules for use of various locations and materials in the room.
Make sure the physical environment is arranged to enhance effective procedures and instruction.
Prevent congestion
Minimize distraction
Allow easy traffic flow
Identify an auditory and/or visual signal for gaining the attention of all students. (If possible, this signal should be universal in the school.)
Gain the attention of all students before beginning to teach.
Use the all-class attention getting signal if more than one or a few students are off-task or disruptive.

6. 3rd Active Supervision Move Scan Frequent positive contacts/greetings.
Acknowledge students for following expectations
Correct behavior calmly & firmly
Predetermined consequences if necessary

7. 4th Informal and Formal Systems of Positive Reinforcement
4 to 1 quick, easy positive acknowledgments
Greetings/Feedback/Recognition for Specific Behaviors
thumbs up, smile,
“thanks,” “nice,”
“I saw that” etc.
Incorporate at least one reward system in daily instructional routine.
Group Rewards
Lottery/Raffle System
Point System

8. Middle School students with problem behaviors.
“Effects of Teacher Greetings on Student On-Task Behavior” 2007, JABA. Allday & Pakurar
Middle School students with problem behaviors.
Teachers greeted each student by name and made a positive statement (e.g., “Good to see you, Beth”)
27% increase in:
Actively listening to teacher’s instructions (listening & responding)
Following teacher’s instructions
Seeking help in the proper manner

9. 5th Frequent Opportunities to Respond Keeping Students Engaged
Whole Group Action Responses
Students are asked to do something during the lesson
Put your finger on the title of the story
Touch the action word in the sentence
“Raise your hand if you think …..”
Small Groups/Partners
Gives everyone a chance to
Express thoughts
Answer a question
Verbally participate
Answers can be shared with other groups or whole group

10. OTRs - Frequent Opportunities to Respond.
OTRs - Frequent Opportunities to Respond
Whole Group Oral Response
Choral responding
Students repeat information in unison when teacher prompts
Strategy for reviewing or memorizing
Whole Group Written Response
Written responses should be short (not more than one item)
Response Cards

11. http://dwwlibrary. wested
Response Cards

12. Frequent Opportunities to Respond - Benefits
Tim Lewis, U. of Missouri
Increases comprehension.
Allows reluctant learners a secure environment to practice.
Decreases disruptions.

13. 6th Classroom-Managed Behaviors
Majors = Office Referral
Minors=Classroom-Managed
Clear, specific definitions of behavior infractions: examples & non-examples
Create a consistent approach – “get on the same page” with other staff

14. Minor Problem Behaviors
T- Chart
Staff Managed or
Minor Problem Behaviors
Office Managed or
Major Problem Behaviors
Develop a T- Chart – list all behaviors, discuss appropriate responses to each.

15. Praise in public, correct privately.
Continuum of appropriate consequences enforced consistently & fairly
Pre-corrections: Frequent reminders of expectations
Redirection:
emphasize what you want the student to do. (Replacement behavior)
Refer to the expectations:
“We respect each other in this room and that means not using put downs.”
Praise in public, correct privately.

16. Consequences cont.
Ignore minor (non-disruptive) attention-seeking behaviors.
Provide increased assistance for escape motivated behaviors related to academics.
Teach a simple problem-solving strategy for conflicts.
Teach and enforce formal classroom consequence system firmly and fairly.

17. Corrective Feedback Name the problem behavior
“Was that a respectful thing to say?”
What should you have done
“What’s a better way of getting your point across?”
Practice it
“Ok, try that.”
Acknowledge cooperation
“Thanks.”

19. Student Written Reflection
Name:__________________ Grade:_____
Date:___________________ Teacher:____________________________
1. The Classroom Rule(s) I chose not to follow was:
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________
2. I chose to not follow the Classroom Rule(s) because:
3. In order to follow this rule in the future, I will:
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _______________________________________
___________________________ __________________________
Student’s Signature Teacher’s Signature

20. Start by teaching Active Listening
Strategies for increasing cooperative student behavior – reduce oppositional behavior
Start by teaching Active Listening
Pay attention – avoid distractions
Show you’re listening – nod, smile, eye contact
Give feedback – ask clarifying questions
Don’t interrupt – don’t argue
Respond respectfully

21. Adult Behaviors that add to power struggles
Responding quickly
Trying to convince
Threatening
Increasing consequences
Having the interaction in the presence of others
Remaining in the interaction too long
Getting angry, being sarcastic
Putting the student down

22. Behaviors that reduce power struggles
Simple directive, choices
Predetermined consequences
Listening
Being brief and direct
Private discussion
Walking away
Conveying calmness: lower your voice, strategic pause, sitting down next to the student as opposed to standing over.
Validate and label the student’s emotions
(e.g., “Linda, you seem angry/frustrated/annoyed, tell me what’s going on.”)

23. Peer to Peer Support
Teachers helping teachers with classroom management.
Promising practice for successful implementation of PBIS strategies in the classroom.
“Performance Feedback and Teachers’ use of Praise and Opportunities to Respond: a Review of the Literature” Brian Cavanaugh, 2013

24. Wayne RESA 2015 PBIS Survey Q
Wayne RESA 2015 PBIS Survey Q. Peer coaching may involve teachers observing each other teach and giving each other constructive feedback regarding their instruction and behavioral practices.  What is your experience with peer coaching?
Answer Choices
Responses
4,658 Teachers
A. Have done it and found it helpful. I’d recommend it.
1, %
B. Have done it and found it not very helpful. %
C. Have never done. Not interested.
14%
D. Have never done it but would be willing to learn more and give it a try.
2, %
78% of teachers responded favorably to the idea of peer coaching.

25. Training Outcomes Related to Training Components
Knowledge of Content
Skill Implementation
Classroom
Application
Presentation/ Lecture
Plus
Demonstration
Practice
Plus Coaching/ Admin Support
Data Feedback
10% % %
30% % %
(Estimate percentage of
participants regularly
implementing instructional
practices in the classroom)
60% % %
95% % %
Joyce & Showers, 2002

26. PBIS Classroom Management Checklist
Teach and Review Positive Behavior Expectations
Brief lessons on positive behavior expectations are taught at least weekly
Students are actively involved in lessons
Students have opportunities to practice behavior expectations
Pre-corrections/reminders of expectations are given throughout the day
Teach and Review Classroom Procedures and Cues
Procedures for transitions are taught
Rules associated with locations and materials are taught
Physical environment is arranged to prevent congestion, minimize distractions, allow easy traffic flow
All class attention-getting signal is used effectively
Active Supervision
Unpredictable movement around the environment
Scanning for problems or early warning signs of trouble
Frequent positive contacts are given
Individuals and groups are acknowledged for following the rules
Behavior is corrected calmly and firmly

27. PBIS Classroom Management Checklist
 Informal and Formal Systems of Positive Reinforcement
4 to 1 ratio of positives to corrections is used generally
4 to 1 ratio is used with Tier 2 and 3 students individually
Classroom and/or school-wide reward system is implemented daily
High Rates of Opportunities to Respond
Whole group oral responses/choral responding is used
Whole group written responses are used
Whole group action responses are used
Small group and partner responses are used
Small groups share responses with the whole group
Continuum of consequences enforced consistently and fairly
Redirection to expected behaviors is used
Corrective feedback is used to address problem behavior (“Try it the right way.”)
Corrections are done in private, if possible
Minor non-disruptive behavior is ignored
Increased assistance is provided to students as needed
Students have been taught a simple problem solving strategy for conflicts
Classroom consequence system is implemented with effectiveness