1. Materials Needed for the Module
Chart paper/Markers
Handouts:
Strategies to Respond to Inappropriate Behavior
Error Correction Scenarios-Cut scenarios apart before training and place on tables
Classroom Snapshot: Continuum of Strategies to Respond to Inappropriate Behaviors
Action Plan template
Note to Trainer: Make sure you read the trainer notes for ideas on embedding activities.
Many teachers have the mot difficulty with this Classroom Management practice so we have included more activities, with the belief we all learn better by doing. If/when possible, have the staff do one or more of the activities. Review the activities throughout the year.

2. PBIS Classroom Management Continuum of Response Strategies for Inappropriate Behaviors

3. Classroom Practice: Continuum of Response Strategies for Inappropriate Behaviors
We will use the same process with action planning around data, practices, and systems for each classroom practice …
4 Elements guide the systematic implementation of PBIS---Outcomes, Data, Practices and Systems
Outcomes - First, the school sets measureable and achievable outcomes related to social competence and academic achievement that are embraced by all staff and families.
Practices - Once the desired outcomes are established, the school identifies practices (what we do for students) that are supported with educationally relevant evidence. These practices should be based on the school’s needs, be relevant, effective and efficient. They are based upon the principles of applied behavior analysis, are research based, and embrace a positive, proactive and instructional philosophy.
Data – Next, information or data (how we make decisions) is used to identify the status of current practice, support the need for change, and evaluate the impact of interventions or practices (e.g., records of behavioral incidents, attendance, staff and student perceptions)
Systems – Finally the school formally put s system (what we do to support adults, e.g. personnel, funding, policies, training) into place to ensure that the accurate implementation of the practices can and does occur.

4. Classroom Management Practices
Arrange orderly physical environment
Define, Teach, Acknowledge Rules and Expectations
Define, Teach Classroom Routines
Employ Active Supervision
Provide Specific Praise for Behavior
Continuum of Response Strategies for Inappropriate Behaviors
Class-Wide Group Contingency
Provide Multiple Opportunities to Respond
Trainer Notes:
We want your teachers to have effective strategies that they are all using consistently. Tier I features are implemented within classrooms and are consistent with school-wide systems.
(The classroom is a critical aspect of Tier I training and includes 8 key components. These strategies maximize classroom management to allow for instructional time and less teacher stress!
**Components 1 & 4 are about setting up the physical environment to minimize distractions for students, to use the physical space of the classroom as an assistant in managing student bodies and behaviors, and also how we can have a positive impact on students engagement by moving around the classroom and having brief interactions with students.
**Components 2, 3, 5, 7 are about efficient teaching of those common classroom routines, how to do it efficiently and not over and over again, and how to provide feedback to encourage students follow those routines. Praise connected to specific behaviors is more powerful than generic praise. Group feedback, and rewards can be powerful motivators too.
**Components #7 and 8 are about providing adequate level of practice for the behaviors you want to see, and how to effectively, quickly redirect these misbehaviors so they are less likely to turn into bigger behaviors.)
Adapted from MO Classroom PBIS

6. Continuum of Strategies to Respond to Inappropriate Behavior
Planned Ignoring
Physical Proximity
Signal/ Non-Verbal Cue
Direct Eye Contact
Praise (BSPS) the Appropriate Behavior in Others
Redirect
Support for Procedure/Routine
Re-teach
Differential Reinforcement
Specific and Contingent Error Correction
Provide Choice
Conference with Student
The trainer should review these strategies with the participants. A handout of the strategies and definitions has been provided. Make sure each participant has been given a paper copy (a laminated copy would be the best), which they can keep in their plan book or with other important papers. It is important for all teachers to become very familiar with these strategies so they can utilize any of them when necessary.

7. Definitions of Strategies
If time permits, discuss these definitions from the next two slides with your shoulder partner, and consider if 1)if any should be included on your school’s discipline flowchart, and 2) PD required to ensure all staff implement those strategies with fidelity
Planned Ignoring
Ignore student behaviors when their motivation is attention, and continue instruction without stopping
Physical Proximity
Using teacher proximity to communicate teacher awareness, caring, and concern
Signal/Non-Verbal Cue
Teacher gestures to prompt a desired behavior, response, or adherence to a classroom procedure and routine.
Direct Eye Contact
The ”teacher look” to get attention and non-verbally prompt a student
Praise (BSPS) the Appropriate Behavior in Others
Identify the correct behavior in another student or group, and use behavior specific praise to remind all students of the rule/expectation.
Redirect
Restate the desired behavior as described on the teaching matrix

8. Definitions of Strategies (con’t)
Support for Procedures/ Routine
Identify and install a classroom routine to prevent the problem behavior. Provide a booster for a routine already in place.
Re-teach
State and demonstrate the matrix behavior. Have the student demonstrate. Provide immediate feedback.
Differential Reinforcement
Reinforcing one behavior and not another. For example reinforce the positive behavior while ignoring the student’s inappropriate behavior.
Specific and Content Error Correction
Specific directions that prompt or alert the student to stop the undesired behavior and to engage in the desired behavior
Provide Choice
Give choice to accomplish task in another location, about the order of task completion, using alternate supplies to complete the task or for a different type of activity that accomplishes the same instructional objective. Choices should lead to the same outcome.
Conference with Student
Describe the problem. Describe the alternative behavior. Tell why the alternative is better. Practice. Provide feedback.

9. Specific and Contingent Error Correction Definition
Error correction is an informative statement provided by a teacher or other adult following the occurrence of an undesired behavior.
It is contingent (occurs immediately after the undesired behavior); specific (tells the learner exactly what they are doing incorrectly and what they should do differently in the future); and brief (after redirecting back to appropriate behavior, move on).

10. Delivering Error Correction
Inappropriate behavior is delivered in a calm, consistent, brief, immediate and respectful manner
Teacher ensures error correction is followed by BSPS as soon as student displays appropriate behavior
Use error correction as a teaching opportunity to clarify and reteach expectations
Use the same calm instructional approaches used to correct academic errors
Teacher uses continuum of strategies to respond to inappropriate behavior
It is important to emphasize the manner of which Error Correction is delivered makes all the difference whether a student corrects the inappropriate behavior or continues it. Take time to describe each in detail:
Be Calm: A fluent correction is a Calm correction. If a teacher is visibly upset with a student’s misbehavior, this is likely to lead other students off task. They will focus on the far more dramatic exchange between the teacher and the misbehaving student rather than instruction.
Be Consistent: When providing error corrections Consistency is essential. This means… if a teacher chooses to correct a particular misbehavior, the correction should occur routinely among all students each time the same misbehavior is demonstrated. For example, if we correct one student for blurting out without raising a hand to speak, but respond to other students when they blurt out answers, this is inconsistent and unfair. It creates confusion for students about which rules really apply, to whom and when.
Be Specific: Specific descriptions of the behavior and expectations help students to know exactly what is expected. With specific descriptions, you are using the inappropriate behavior as an incidental teaching opportunity. Use the same objective and targeted feedback you would use with an academic error.
Be Brief: Brevity is also important. When misbehavior occurs, our attempt to correct the problem should not make the situation worse. We should avoid talking too much. Instead, make the correction by telling the child what to do instead, then walk away. Assume the child will comply. Don’t wait for the situation to escalate into a power struggle.
Immediate means… as soon after the misbehavior as possible
Responses Should be Immediate and Respectful: Lastly, a common thread through all fluent error corrections is Respect. Behavior corrections should never involve belittlement or ridicule of a student. Instead, the most effective corrections are matter of fact, specific statements that tell what the misbehavior was and what the student should do instead. (Sprick, Knight, Reinke & McKale, 2006, p )

11. Steps to Specific and Contingent Error Correction:
Respectfully address student
Describe inappropriate behavior
Describe expected behavior/rule
Link to expectation on Matrix
Redirect back to appropriate behavior
Ask participants to make an error correction statement to share with the whole group. Are all components included? Is it brief? Is it linked to rule and expectation on the Matrix?
Practice: As a group see if you can develop a sample Error
Correction statement that includes all 5 steps and is brief.

12. Error Correction EXAMPLES:
After a student calls out in class the teacher responds, “Please raise your hand before calling out your answer”
After students are talking too loudly during group work, the teacher responds, “Please use a quieter whisper voice while working with your partner”.
When a student is out of her seat when she should be working at her desk, the teacher responds, “Please stop walking around the room and return to your seat to finish your work”
NON-EXAMPLES:
How many times do I have to tell you to work quietly?
Why are you talking when I’m talking?
Do you want me to send you to the office?

13. Activity: Error Correction Response As a group, rephrase each of the non-examples so that it is an appropriate error correction response
Non-examples
Error Correction
Didn’t I just tell you to get your
work done?
What do you think you are doing?
Don’t you think you should be using your time better?
This activity can be a whole group activity or if time, have each table/team rephrase the non-examples and share when finished.
What’s going to happen if I
call your mother?

14. Activity: Error Correction Scenarios
The trainer distributes 6 different scenarios.
The participants are to find someone with the same scenario and share the correct way to give an error correction.
Share out at end of the activity
This activity is to be used as a closing activity or as a “stand alone” activity, if you run out of time during the staff training.
Cut apart the Student Scenario Handout beforehand.
Make sure there are a variety of the scenarios at each table.
Have the participants follow the directions on the slide and share out at the end of the activity.
Give minutes for this activity.

16. Assessment for Continuum of Strategies to Respond to Inappropriate Behaviors

17. Wrap-up and Questions
Please take a few minutes to add items from this training to your action plan.
What questions do you have?
Share with us:
What is one thing you are taking away?
What is one thing you need more information about?