1. Classroom Management SPEC 534 Session #4

2. Objectives Implement a systematic approach to identifying, assessing, and addressing behavioral concerns to promote student growth –Comparing models and strategies which address responding to challenging behaviors

3. Comparing and Contrasting Definition of Behavior Specific proactive strategies –What are they called –How are the defined –How are they used Specific reactive strategies –Same as above

4. What is Positive Behavior Support? Positive behavior support (PBS) is a proactive, comprehensive, systemic and individualized continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing problem behaviors.

5. Schools are moving toward school-wide discipline systems that address the entire school, the classroom, areas outside the classroom (such as hallways, restrooms, cafeteria), and the individual student with challenging behavior, and that result in a continuum of positive behavior support for all students. School- wide Individu al Student Classro om Non- Classro om

6. Continuum Of Behavior Support All Students in School Students with Chronic/ Intense Problem Behavior (1-7%) Students At-Risk for Problem Behavior (5-15%) Students without Serious Problem Behaviors (80-90%) Tertiary Prevention Secondary Prevention Primary Prevention Specialized Individual Interventions (Individual Student System ) Specialized Group Interventions (At-Risk System) Universal Interventions (School-Wide System and Classroom System) (Horner, 1998)

7. “…In the wake of Columbine and other shootings there can be no doubt that schools and school boards have the right, indeed the responsibility, to take strong action to preserve the safety of students, staff, and parents on school grounds… “Unfortunately there appears to be little evidence, direct or indirect, supporting the effectiveness of suspension or expulsion for improving student behavior or contributing to overall safety.” -Zero Tolerance, Zero Evidence, 2000

8. Why PBS?  Growing national concern regarding violence and aggressive behavior in schools  Increasing number of suspensions and expulsions  Research shows that suspension and expulsion are ineffective in changing student behavior  Lack of universal procedures in schools to address problem behaviors

9. Why Implement School-wide PBS?  PBS utilizes school-wide discipline procedures, in conjunction with specific student interventions  PBS develops a school-community environment focused on safety and effective social behaviors in order to enhance the teaching and learning process  PBS encourages the involvement of families and community members as partners with the school community

10. Traditional Discipline Strategies  Focus on eliminating/decreasing problem behavior  Reactive in nature  Focus on topography, or form, of behavior  Separation between instruction and behavioral issues  Oriented toward short-term changes  Punishing students without a school- wide positive support system results in increased aggression, vandalism, truancy, drop-outs. (Mayer & Sulzer-Azaroff, 1991)

11. Proactive or Reactive? Proactiv e Reactiv e Preventat ive Stop something from occurring Act as a result Driven by circumstan ces Fore planning & thinking Driven by values

12. Problems with Punishment (The Indiana Resource Project, 1991)  Social disruption  Lack of teaching  Lack of generalization  Lack of self-management  Recurrence  Creation of increased anxiety  Generation of Aggression  Suppression of Behavior

13. Traditional Behavior Management  Views individual as the problem and attempts to “fix” them  Extinguishes behavior  Sanctions aversives  Takes days or weeks to “fix” a single behavior Positive Behavior Support  Views systems, settings, and skill deficiencies as the “problem” and attempts to “Fix” systems, settings, and skills  Creates new context, experiences, relationships and skills  Sanctions positive approaches  Takes years to create responsive system, personalized settings, and appropriate/ empowering skills

14. Traditional Behavior Management  Implemented by behavioral specialists often in atypical settings  Often resorted to when systems are inflexible Positive Behavior Supports  Implemented by a dynamic and collaborative team using person-centered planning in typical settings  Flourishes when systems are flexible

15. Changing vs. Managing Behaviors Managing Behaviors Reactive “Controlling” a behavior for the moment Has consequences Has clearly defined expectations Direct and concise language Changing Behaviors Proactive Has long term effects, not just for the moment Consider the function of behavior Teaching behaviors –Discipline “Disciplina” = Teaching Reinforcing behaviors. Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development

16. Major Features of School- wide PBS :  Universal approach to discipline  Clear expectations of positive behaviors  Procedures for teaching behaviors  Continuum of procedures for encouraging and reinforcing expected behavior

17. Teaching …. “If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?…punish?” Tom Herner (NASDE President) Counterpoint, 1998

18. Fundamental to positive behavior support is the belief that behavior can and ought to be taught in much the same way that teachers teach academics.

19. Teaching for acquisition (students know what to do) is necessary but insufficient. Strategies for teaching fluency (Students know what, why, when and where) are necessary.

20. Teaching Mod el Guided Practice Independ ent Practice Day 2

21. Establishing School- wide Expectations Based on analysis of the data, the PBS team generates a list of expected behaviors.

22. In establishing this list, the team focuses on what actions they want students to display in place of the current behaviors that are perceived to be problematic. Day 2

23. Next the team groups the desirable actions to formulate a concise set of widely stated universals…these become the universal or schoolwide rules. Day 2

24. School-wide Expectations for Riverside Elementary  Be Responsible  Be Respectful  Be Cooperative  Be Safe  Be a Learner

25. Once the school-wide expectations are identified, the team generates two levels of alternative behaviors. I.The set of actions displayed across school settings that exemplify each rule. E.g. :sharing, turn taking, listening, following directions and working together are exemplars of “Be Cooperative” that apply across school settings

26. II. The sets of setting specific exemplars for each school- wide expectation Examples:  Bathroom - Only 3 at a time - Use quiet voices - Wash hands thoroughly with soap - Use only one paper towel - Throw towel in the trash

27. Hallways: - Enter the building quietly - Walk in a straight line - Walk silently - Keep hands, feet and objects to self - Go directly to your destination with a pass

28. Define Clear and Consistent Expectations Step One: Define Expectations –Set 3-5 overarching rules for all settings –Develop a plan for behavioral expectations –Set high, yet reasonable expectations –State positively and succinctly Day 2

29. Define and Teach Behavior Step Two: Teach Expectations –Make rules public –Articulate and model to students what is expected –Practice, Practice, Practice Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline. Day 2

30. Teaching Mod el Guided Practice Independ ent Practice Day 2

31. Instruction of the behavioral expectations should be integrated into the curriculum and taught directly and incidentally.

32. Reinforce and Support New Behaviors Step Three: Reinforce Expectations –Catch students being good –Correct for non- compliance Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline. Day 2

33. What Do These Words Mean? Independently mark a percentage next to each word. Compare what you wrote with your table group. Develop a range of responses.

34. Feedback from Assessments Great reflection questions- ”Does he do this to manipulate…” “What if I did this…” Dates-times-durations of observations Scripts of observations Baselines and hypothesis

35. Feedback from Assessments Watch vague and judgment language language Be very specific and detailed (Think-justification and evidence) Make connections with factors and hypothesis Clearly define the behavior of concern

36. Homework  Yell, M. L. (1997) Teacher liability for student injury and misconduct. Beyond Behavior, 8, 4-9.  MacDonald, M. R.& Kunkel, S-H. (2002) The Path To Positive Classroom Management. Z. Dubah Press. pp 131-133.  Wolfgang, C. H. (2001) Solving Disciplined Classroom Management Problems: Methods & Models For Today’s Teachers. 5 th Ed., New York: Wiley & Sons, chpt.9.