1. Creating a Classroom Wide Positive Behavior Support System
Presented by:
Temple Crutchfield
Jessica Weisenbach
Ingrid Rowland

2. Continuum of School-Wide Instructional and Positive Behavior Support
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~80% of Students
OSEP Center on Positive Behavior Interventions and Supports;

3. Design environment Four instances of praise for every correction (4:1)
Begin each class period with a celebration
Your first comment to a child establishes behavioral momentum
Provide multiple paths to success/praise

4. Rules

5. Rules
Rules refer to general expectations or standards for classroom behavior.
The purpose is to create a strong expectation of what is or is not acceptable.

6. Establishing Effective Classroom Rules
Should be few in number
Should be stated positively
Should be do-able
Should be observable behaviors
Should be posted in clear view
Should be applicable at all times
Should be taught to students
Should be reviewed regularly
Should be reinforced frequently and consistently

7. Simple and Effective Be respectful to everyone at all times.
Keep hands, feet, and all other objects to yourself.
Be prompt and prepared.

8. The “Bee” Rules Bee a good listener. Bee responsible. Bee in control.
Bee cooperative.
Bee your best.

9. Lifelong Guidelines Be truthful. Do your personal best.
Show active listening.

10. What Are Your Rules? Write down your own classroom rules.
Share with your group members, and modify as needed.
NOTE: If your school is already a PBS school, your classroom rules will be the same as your school-wide rules.

11. Procedures

12. Procedures
Procedures refer to a specific activity and methods for accomplishing daily routines.
Spend time the first few weeks of the year teaching classroom routines and procedures.
Routines and procedures are the key to a well-managed, organized classroom.
Most behavior problems result from lack of classroom routines and procedures.
Teaching routines and procedures reduces the number of interruptions to academic instruction.

13. Effective Classroom Teachers
Develop procedures for every possible circumstance.
Teach
Reinforce
Practice

14. Prompt Students Regarding the Rule or Procedure
Provide students with visual prompts (e.g., posters, illustrations, etc).
Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

15. Maximize structure in your classroom
Develop Predictable Routines
Teacher routines: volunteers, communications, movement, planning, grading, etc.
Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (groups, carpet, etc.)

16. Rules within Routines Matrix
Entering Classroom
Seat Work
Small Group Activity
Leaving Classroom
Be Safe
Be Respectful
Be Responsible

17. Establish behavioral expectations/rules.
Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations
Establish behavioral expectations/rules.
Teach rules in context of routines.
Prompt or remind students of rule prior to entering natural context.
Monitor students’ behavior in natural context & provide specific feedback.
Evaluate effect of instruction - review data, make decisions, & follow up.

18. Teach Rules in the Context of Routines
Teach expectations directly.
Define rule in operational terms—tell students what the rule looks like within routine.
Provide students with examples and non-examples of rule-following within routine.
Actively involve students in lesson—game, role-play, etc. to check for their understanding.
Provide opportunities to practice rule following behavior in the natural setting.

19. Prompt or Remind Students of the Rule
Provide students with visual prompts (e.g., posters, illustrations, etc).
Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

20. Monitor Students’ Behavior in Natural Context
Active Supervision (Colvin, Sugai, Good, Lee, 1997):
Move around
Look around (Scan)
Interact with students
Provide reinforcement and specific praise to students who are following rules.
Catch errors early and provide specific, corrective feedback to students who are not following rules. (Think about how you would correct an academic error.)

21. (How to ask for assistance for difficult tasks)
Skill Name
Getting Help
(How to ask for assistance for difficult tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.
2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment. Ask the teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words. Ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.
2. Ask students to indicate or show how they could get help.
Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
Do a T-chart to write down what “Get Help” looks like & sounds like.
After the Lesson
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.

22. Write Your Own!
Using the template, write your own lesson plan using one of the procedures you listed on the matrix.

23. When and How Will You Teach the Lessons?
Take the first few weeks and teach, practice, and reinforce each lesson.
When students “mess up”, re-teach!

24. Monitoring with a Class-Wide System
Above/Below the Line
The Card System

25. Acknowledge and Recognize:
Being Proactive

26. Reinforcement
Positive reinforcement – any stimulus that, when presented, increases the likelihood that the behavior will occur again
Translation: Behavior that is reinforced will occur again!

27. Actively Engaging Students is Key to Preventing Behavior Problems!
Direct Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards
Quantum Learning
Down time = Problem behavior time!

28. Actively engage students in observable ways.
What are two strategies you use to actively engage students?

29. Specific and Contingent Praise Group Contingencies Behavior Contracts
Establish a continuum of strategies to acknowledge appropriate behavior.
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies

30. Group Contingencies (the power of peer pressure!)
“All for one” Interdependent Group-Oriented Contingency (e.g., targeted/individualized intervention approach)
“One for all” Dependent Group Contingency (e.g., universal intervention approach)
“To each his/her own” (Independent Group Contingency)

31. Some Simple Ideas… Mystery Behavior of the Day 100 Squares
Whole Class Points using a Motivaider
Mystery Motivator

32. Class Behavioral Contracts
A written document that specifies a contingency for an individual student or in this case, the whole class
Contains the following elements:
Operational definition of BEHAVIOR
Clear descriptions of REINFORCERS
OUTCOMES if students fail to meet expectations
Special BONUSES that may be used to increase motivation or participation
(Wolery, Bailey, & Sugai, 1988)

33. Class Behavioral Contracts
Example: Goal-Setting
Teacher and/or students set a goal for a specific behavior. Define the behavior clearly with students, including examples and non-examples.
Teacher & class track their progress on the behavior by taking class-wide data (e.g., tallying the number of homework assignments turned in, or the number of times a classmate complemented another student)
Set up a way to take a frequency count (tally) for the number of times the behavior occurs in the classroom.
Pick a date that progress will be evaluated (e.g., we will have 10 compliments by the end of 3rd period).
Determine as a class what the class-wide reward will be if the goal is met.

34. Establishing a Token Economy
Determine and teach the target skills using your classroom rules & expectations matrix
Select tokens
Identify what will be back-up reinforcers
Identify the number of tokens required to receive back-up reinforcers
Define and teach the exchange and token delivery system
Define decision rules to change/fade the plan
Determine how the plan will be monitored
Guidelines from Sulzer-Azaroff & Mayer, 1991

35. What will your token economy look like?
Tickets with information written
Anonymous tickets
Punch card
Points
Chips

36. Logistics of Token Economy
Procedures for collecting
Procedures for accumulating
Drawings vs. “cashing in”

37. What to give tickets for?
Give tickets for ANY positive behavior
getting to class on time
getting the correct materials out
turning in homework
bringing back signed papers
ignoring negative behaviors
raising hand
**See ticket tip sheet for more!

38. Ticket Tips Pair tickets with behavior-specific praise.
When first using the system, flood students with tickets.
Survey your students to figure out what they want to earn.
Explicitly teach students how they can earn tickets and what they can earn using their tickets.
Once a student has earned a ticket, don’t take it back!
Use tickets to reinforce positive behaviors and decrease other students’ negative behaviors around those who are earning.

39. Tips for Effectively Implementing a Reward-Based System
Ensure that the system is appropriate for and interesting to your students
Rewards must be highly motivating to students
Set your students up for success
Avoid arbitrary time limits (example: students get access to reward as soon as they earn 20 points; no deadline by which the points must be earned)
Communicate clear expectations
Put adequate procedures in place for monitoring student behavior
Teach students the entire system when you introduce them to it
Ensure you believe in the system!

40. Tips for Effectively Maintaining a Reward-Based System
The energy and enthusiasm about the system must remain high
Continue to focus on student behavior, not the rewards you give them (“Look at what you did” vs. “Look at what you got”)
Use other motivational strategies at a high level as well
When system is successful, “up the antie”
Once a system is in place, make rewards intermittent
When appropriate, discuss with your class the possibility of removing the system

41. Plan yours!
See the handout on planning your own token economy and get those ideas flowing!

42. Evaluate the effectiveness of the management system
Collect data
Are rules being followed?
If there are errors,
who is making them?
where are the errors occurring?
what kind of errors are being made?
Summarize data (look for patterns)
Use data to make decisions
See “Questions to Ask if Corrective Procedures Aren’t Working”

43. Responding to Negative Behavior

44. 5. Establish a continuum of strategies to respond to inappropriate behavior.
Error Corrections
Differential Reinforcement
Planned ignoring
Response Cost
Time out from reinforcement

45. Quick Error Corrections
Your error corrections should be…
Contingent: occur immediately after the undesired behavior
Specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future
Brief: after redirecting back to appropriate behavior, move on

46. Planned Ignoring Definition:
If a target behavior is maintained by adult attention, the adult withholds attention (ignores) when the student engages in the target behavior. The adult only provides attention when the student is displaying positive behaviors.
Example:
Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -).
The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

47. Pitfalls of Planned Ignoring
Ignoring too much.
Ignoring when the behavior is not maintained by adult attention.
Forgetting to provide attention when the student is acting appropriately.
Expecting the other students to ignore the negative behavior without being taught to do so.

48. Response Cost Definition:
The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behavior.
Examples:
A wrong answer results in a loss of points.
Come to class without a pencil, buy one for 5 points.

49. Pitfalls of Response Cost
What about the rest of the day after a student has lost “everything”?
What happens when there is nothing left to lose?
Taking something away for a different behavior than what it was earned for

50. Time-out
Definition:
A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing.
3 types: inclusionary, exclusionary, seclusionary
Example:
Child throws a rock at another child on the playground. The child is removed to the office….
The environment the child is removed to cannot be reinforcing to the child! For example, if the child receives adult attention in the office, which they find reinforcing, this does NOT count as time-out. It’s a reward!

51. Pitfalls of Time-Out
The time-out area may serve as a reward, not a punisher.
Time-out only works if it is done consistently and immediately following the negative behavior.
Remember that seclusionary time-out is illegal!

52. Some Helpful Hints to Keep In Mind: Reinforcement vs. Punishment
Punishment often produces short-term results, not long-lasting effects.
Typical responses to punishment include fight, flight, or withdrawal.
Best rule of thumb: Use reinforcement strategies first. Teach, practice, and reinforce the behaviors you want to see. Add in punishment and reactive procedures when reinforcement alone is not effective.

53. Sources Brandi Simonsen, Ph.D. & Sarah Fairbanks, M.S.
The Center for Behavioral Education and Research
University of Connecticut, Iowa Behavioral Alliance
Sprague, J. & Golly, A. (2005). Best Behavior: Building Positive Behavior Support in Schools. Longmont, CO: Sopris West.
Scheuermann, B.K. & Hall, J.A. (2008). Positive Behavioral Supports for the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.

54. Contact Us Jessica Weisenbach………………jessica.weisenbach@mnps.org
Temple