1. PBIS in the Classroom: Correction Application
(Your campus) PBIS Team
Student Services Department

2. Response Continuum for Classroom-Managed Behaviors
PrecorrectionStrategies
Examples:
Prompting
Proximity Control
Active supervision
Low-Level Behavior Error Strategies
Error Correction
Practice with Expected Behavior
Repeated Behavior Error Strategies
Behavioral contracting
Restitution/ Restoration
Reflective Assignment
Click to show the continuum for managing behaviors in the classroom. Distribute the “Corrective Strategies” handout.
Say, “This continuum identifies a variety of strategies which ‘fit the level’ of the interfering behavior and have a high likelihood of decreasing the chance of the interfering behavior reoccurring. Remember, these strategies are for interfering behaviors that are “teacher managed” as outlined in our campus discipline system.”
Distribute the “Continuum of responses for Classroom-Managed Behaviors” handout.
Team: consider taking this time to re-distribute and review the campus discipline system including definitions of behaviors.

3. Precorrection strategies (before problem behavior)
Create a positive environment.
Greet students at the door.
Scan your classroom (look, listen, and move around).
Make expectations clear and use expectation language.
Reinforce behavior that meets expectations.
Increase opportunities for active participation.
Remove distractions.
Use proximity control.
Proactively prompt desired behavior.
Increase wait time for response.
Model the behaviors you want to see.
Great example here: N7fjZRjVZNR05DMHlDU2VMNWs/view?usp=sharing
Say, “Let’s review the evidence-based pre-correction strategies we should be evident in our day-to-day classroom management toolbox.”
Click through bullets. At last bullet, say, “This is another video from Dr. Terry Scott from the University of Louisville. Remember in the teaching cycle, we explain the expected behavior , model it, allow the student an opportunity to practice, and we give them feedback. In this video example, reteaching was not needed. However, it reteaching is needed. We should establish a time to provide supplementary instruction.”

4. What Does Responding to Interfering Behavior Look Like?
Watch how this teacher responds to interfering behavior and uses strategies to increase the likelihood of appropriate behavior: N7fjZRjVZNZkdBa25hTklkQWM/view?usp=sharing
What strategies do you see?
Where do you think this falls on the continuum?
Say, “Before we move on, let’s look at two other examples of responding to interfering behavior.”
Click to show the first bullet, read it to participants, and play the video.
After the video, solicit audience responses. Mention (if they don’t) that the teachers uses choice, offers options, doesn’t engage with student’s interfering behavior, and provides opportunities for her to be successful.

5. What Does Responding to Interfering Behavior Look Like?
Watch how this teacher responds to interfering behavior and uses strategies to increase the likelihood of appropriate behavior: N7fjZRjVZNS3htZU55dm5YeEE/view?usp=sharing
What strategies do you see?
Where do you think this falls on the continuum?
Click to show the first bullet, read it to participants, and play the video.
After the video, solicit audience responses. Mention (if they don’t) that the teachers uses choice, offers options, doesn’t engage with student’s interfering behavior, and provides opportunities for him to be successful.

6. Apply What You’ve Learned!
Read the following scenarios and determine:
What you perceive to be the most pressing problem(s) at hand, and
What strategies you would suggest to the teacher and your rationale for doing so.
Remember to think about the “big six” that we covered today as you think about potential solutions:
Has the teacher maximized structure?
Are the expectations established and taught?
Are the students academically engaged?
Are appropriate behaviors being reinforced?
Are inappropriate behaviors being discouraged?
Click to show all of the bullets and read them to participants.
Teams: How you conduct this activity depends on time, number of participants, and your comfort level giving feedback. Participants can complete some or all of the scenarios; they can complete them individually, in pairs, or in groups. You could also do this with the whole group, reading each scenario and then soliciting responses. Ideas for appropriate responses are in the notes for each slide.

7. Getting Personal: Team (I do)
A teacher comes to tell you that her students have begun to call her by her first name (e.g., she asks them to hand in their homework, and they say, “Okay, Diane” and giggle). She is not sure what to do.
What is the issue?
What would you suggest to this teacher?
The issues: students don’t understand “being respectful,” they are “testing” her to see if there is a response
Suggestions: teach (or re-teach) expectations, increase reinforcement for following expectations (especially being respectful), do not provide attention (e.g., “Stop calling me that!”) contingent on being called by your first name lest you positively reinforce that behavior, reward students for calling you by the appropriate title and name.

8. Who Cares: Team + staff (we do)
A teacher is concerned about a student who does no work. When the teacher asks the student why, the student says, “I don’t care.” He is failing and in danger of staying back, but he says he doesn’t care about that either. During class, he either sits with his head down or talks to a few other students.
What is the issue?
What would you suggest to this teacher?
The issues: typical reinforcers (e.g., grades, being promoted) aren’t working; might be setting events or academic issues affecting behavior.
Suggestions: review expectations with student, modify tasks to ensure that they are appropriate for him as a learner, meet one-on-one with the student to discuss any potential academic issues, write a behavioral contract that allows the student to earn selected reinforcers contingent on work completion, contact parents/guardians to see if something is amiss outside of school, offer choice of activity and administration (e.g., working with a partner), offer breaks contingent on completing a certain amount of work (think functionally about the behavior).

9. They’re all Gonna Laugh at You: Team + staff (we do)
While a teacher is passing out papers, a student yells, “This class is stupid.” All of the other students begin laughing. The teacher says, “That’s enough,” but they just keep laughing and talking to one another. It gets very loud. When asked, the teacher says, sadly, that this is common behavior in that class.
What is the issue?
What would you suggest to this teacher?
The issues: students aren’t following expectations; student is reinforced by peer attention; teacher does not issue consequences for the problem behavior.
Suggestions: teach (or re-teach) classroom expectations; increase reinforcement for on-task behavior; have systematic consequences for inappropriate behavior; initiate and increase reinforcement for ignoring outbursts; review task dimensions and ensure that they are appropriate for all learners, adjust as necessary.

10. What’d You Say?: Independent (you do).
You are observing a student in a classroom. While you are in there, inconspicuously watching your student, you notice that several students are giggling over something in the back of the room. As the teacher goes back there, the giggling stops and the kids disperse. The teacher asks what the students were doing, and they say, “Nothing.” One student looks upset. Afterwards, you ask the teacher about the incident, and he says, “Oh, that happens at least once a day.”
What is the issue?
What would you suggest to this teacher?
The issues: lack of active supervision, lack of consequences for inappropriate behavior, students not following expectations
Suggestions: teach (or re-teach) expectations, increase reinforcement for following expectations (especially being respectful to others), increase active supervision, change students’ seats to disperse those that tend to congregate, reinforce students who are on-task and respectful, follow up with students who seem upset, take data to determine frequency of the inappropriate behavior.

11. What’d You Say?: Independent (you do).
You are observing a student in a classroom. While you are in there, inconspicuously watching your student, you notice that several students are giggling over something in the back of the room. As the teacher goes back there, the giggling stops and the kids disperse. The teacher asks what the students were doing, and they say, “Nothing.” One student looks upset. Afterwards, you ask the teacher about the incident, and he says, “Oh, that happens at least once a day.”
What is the issue?
What would you suggest to this teacher?
The issues: lack of active supervision, lack of consequences for inappropriate behavior, students not following expectations
Suggestions: teach (or re-teach) expectations, increase reinforcement for following expectations (especially being respectful to others), increase active supervision, change students’ seats to disperse those that tend to congregate, reinforce students who are on-task and respectful, follow up with students who seem upset, take data to determine frequency of the inappropriate behavior.

12. If it’s a low-level error: If it’s a repeated error:
Office- or classroom-managed?
What kind of error is it?
Student engages in behavior that does not meet classroom expectations.
Is it classroom-managed or office-managed? (As outlined by Campus Discipline System)
If office-managed, follow steps as outlined in Campus Discipline System.
If classroom-managed, what strategies might you use?
Ask: is this a low-level behavior error or a repeated behavior error?
If it’s a low-level error:
If it’s a repeated error:
Should you re-teach?
What specific strategies will you use?
If you are administering a consequence (corrective strategy) for a repeated behavior error, how will it be implemented?
Say, “This is an example of a consequence flow chart.” Distribute the “Classroom Discipline Process Map” handout.
Click to show the first arrow and say, “First, you determine that the behavior does not meet expectations and if the behavior is office-managed or classroom-managed.”
Click to show the second arrow and say, “You want to ask, is this an initial offense, or is it a repeated offense? If it’s an initial offense, you should consider re-teaching before administering a consequence.”
Click to show the third arrow and say, If the behavior requires re-teaching, determine the students’ phase of learning and what the teaching should look like.”
Click to show the fourth arrow and say, “If the behavior results in a consequence, detail specifically what that consequence will be and how it will be carried out.”
Simonsen & Myers, 2015

13. Follow-up teacher activity
Teams, determine:
Have teachers complete the consequence flow chart for their classroom.
Be sure they use specific strategies.