9/27/13 Classwide PBIS: Improving On-­‐task Behavior In Classrooms Bob P utnam, P hD Adam Feinberg, P hD Lindsay Fallon, P hD May InsJtute Randolph, MA Agenda We’ll… •  Define academic engagement •  Describe the link between academic engagement, effecJve instrucJon, and evidence-­‐based classroom management •  Discuss assessing academic engagement and the use of data to make decisions about needs for supports •  Discuss the use of data to evaluate effecJveness of supports •  ApplicaJon to your seSngs Defining Academic Engagement •  Academic engagement refers to students’ involvement in classroom instrucJon o  Can be acJve (e.g., wriJng, giving an answer) or passive (e.g., listening to direcJons)) •  Research-­‐supported strategies to promote academic engagement •  It’s a link between instrucJon and academic achievement (Greenwood, Terry, Marquis, & Walker, 1994) (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) Linking Academic Engagement to EffecJve InstrucJon and Classroom Management What we know from research… •  In a SWPBS framework, there’s an emphasis placed on high-­‐quality instrucJon and its systemaJc delivery in the classroom (Chard et al., 2008) •  High-­‐quality instrucJon is the foundaJon for the integraJon of evidence-­‐based intervenJons for those determined to need more support (Sailor, Dooli`le, Bradley, & Danielson, 2009) Linking Academic Engagement to EffecJve InstrucJon and Classroom Management Linking Academic Engagement to EffecJve InstrucJon and Classroom Management What we know from research… What we know from research… •  Explicit instrucJon o  promotes high academic engagement in the classroom (Duffy & Roehler, 1989) and o  has been linked to posiJve outcomes associated with classroom behavior (Algozzine, Wang, & Viole`e, 2011) o  such as decreasing disrupJve behavior (Nelson, Johnson, & •  EffecJve classroom management o  May be more likely to occur in a structured, organized environment with few distracJons (Simonsen et al., 2008) Marchand-­‐Martella, 1996) o  Is characterized by specific strategies (reviewed later), but more (and more current) research is needed to conJnue to build evidence base 1 9/27/13 Features Applied to School-­‐wide Supports School-­‐wide, we build systems of supports Ter0ary Tier •  Individualized, intensive supports How does this relate to a SWPBS framework? Secondary Tier •  Specialized group •  Students in need of supplemental supports Universal Tier / Primary Preven0on •  School-­‐wide •  All students, staff and seSngs pbisaz.org Features Applied to School-­‐wide Supports Behavior Management Features School-­‐wide Supports Strategies to teach, review, monitor, and reinforce expectaJons Common purpose & approach to discipline SupporJng Classroom PBIS Where do classroom supports fit in? Ter0ary Tier •  Individualized, intensive supports Clear set of posiJve expectaJons Procedures for on-­‐going monitoring & evaluaJon ConJnuum of strategies for responding to appropriate behaviors ConJnuum of procedures for encouraging expected behavior ConJnuum of strategies to respond to inappropriate behaviors ConJnuum of procedures for discouraging inappropriate behavior Secondary Tier •  Specialized group •  Students in need of supplemental supports Universal Tier / Primary Preven0on •  School-­‐wide •  All students, staff and seSngs pbisaz.org Features Applied to Classroom Supports SupporJng Classroom ImplementaJon Behavior Management Features School-­‐wide Supports Classroom Supports Strategies to teach, review, monitor, and reinforce expectaJons Common purpose & approach to discipline Simple, posiJve observable rules •  How do we assess if/what features of classroom supports are in place? Clear set of posiJve expectaJons (i.e., 3-­‐5) Well defined rouJnes and procedures Procedures for on-­‐going monitoring & evaluaJon Explicit teaching of rules & rouJnes akin to academics InstrucJonal management ConJnuum of strategies for ConJnuum of procedures PrecorrecJons, responding to appropriate for encouraging expected acknowledgement of behaviors behavior expected behaviors ConJnuum of strategies to ConJnuum of procedures Hierarchy of planned respond to inappropriate for discouraging consequences behaviors inappropriate behavior •  As a team, we can consult PBIS assessment measures to determine what elements of classroom PBIS are being implemented and what can be targeted 2 9/27/13 Tools to Assess Classroom PBIS Other Useful Measures •  School-­‐wide EvaluaJon Tool (SET) •  Classroom Management: Self-­‐Assessment •  School-­‐wide Benchmarks of Quality (BOQ) •  ImplementaJon Phases Inventory (IPI) •  Team ImplementaJon Checklist (TIC) •  EffecJve Behavior Support (EBS) Self-­‐assessment Survey Simonsen, Fairbanks, Briesch, and Sugai (2007) •  Classroom Checklist, Environmental Inventory, and EffecJve Classroom Plan •  Lewis (2007); Newcomer and Lewis (2004) Each of the above have items that specifically target classroom implementa8on Classroom Management PracJces (Simonsen et al, 2008) Classroom ExpectaJons Classroom RouJnes Behavioral Lesson Plans Acknowledgement Systems Developing Classroom Supports staff
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the ConJnuum of Consequences Monitoring and EvaluaJon Developing Classroom Supports As a team, you might encourage staff to… •  Link classroom rules, rou0nes and procedures to school-­‐
wide expectaJons •  Think about different acJviJes within the classroom (independent seat work, whole-­‐group instrucJon, etc.) •  What are the rules and rouJnes for different acJviJes? •  Incorporate school-­‐wide acknowledgement systems in classroom management Classroom Rules •  ExpectaJons are broad outcomes •  Rules are the specific criteria for meeJng expectaJon outcomes •  Rules idenJfy and define concepts of acceptable behavior •  Use of expectaJons and rules provides a guideline for students to monitor their own behavior and they remind and moJvate students to meet certain standards •  Follow a hierarchy of consequences that include in-­‐
classroom before out-­‐of-­‐classroom strategies •  Take classroom data! 3 9/27/13 Classroom Rules Classroom RouJnes •  You might encourage classroom teachers to consider the behaviors they WANT students to demonstrate in order to effecJvely engage with assigned tasks   Use kind words   Follow adult direcJons   Keep hands and feet to self   Use materials as directed •  Perhaps encourage staff to involve students in idenJfying the behaviors they want everyone to demonstrate in order to feel safe and supported Linking Classroom Rules and RouJnes to School-­‐wide ExpectaJons Typical Contexts/
Routines
All
Morning Meeting
Homework
Transition
“I Need Assistance”
Teacher Directed
Independent Work
Problem to Solve
Classroom-Wide Rules/Expectations
Respect Others
Use inside voice.
Raise hand to answer/talk.
Eyes on speaker.
Give brief answers.
Do own work.
Turn in before lesson.
Use inside voice.
Keep hands to self.
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Use inside voice.
Keep hands to self.
Stop, Step Back, Think,
Act
Respect Property
Recycle paper.
Put writing tools inside
desk.
Put announcements in
desk.
Keep feet on floor.
Put homework neatly in
box.
Touch your work only.
Put/get materials first.
Keep hands to self.
Have materials ready.
Use materials as intended.
Use materials as intended.
Return with done.
Stop, Step Back, Think,
Act
Respect Self
Do your best.
Ask.
Put check by my
announcements.
Turn in lesson on time.
Do homework night/day
before.
Have plan.
Go directly.
Have plan.
Ask if unclear.
•  You might encourage classroom teachers to create predictable learning environments by encouraging the development and adopJon of rouJnes and procedures •  Consider routines around: •  Independent seatwork •  Circle time •  Passing out assignments •  Collecting homework •  Transitioning to specials •  Whole-­‐class instruction Exercise Good InstrucJonal Management Encourage teachers to use evidence-­‐based instrucJonal strategies, such as providing mulJple opportuniJes for students to respond to learned material or using good instrucJonal pacing. Good instrucJonal management encourage students to display expected behaviors! Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back, Think,
Act
PromoJng and Acknowledging Displays of Expected Behavior PromoJng and Acknowledging Displays of Expected Behavior Can further promote displays of expected behavior by: ConJnuum of supports for acknowledging displays of expected behavior (Newcomer, 2009): Promp0ng (remind students of expectaJons and rules/behaviors) •  “Don’t forget, if you need my help during a lesson, raise your hand.” •  Thumbs up, smile Pre-­‐correc0on (remind students with a prompt that requires a response) •  “So, what do you do when you need help from me during a lesson?” •  Behavior specific praise statements Signaling •  Can be class-­‐wide signal or individual signal •  Teach signal, pracJce use of signal •  material reinforcers (e.g. tangible items) •  acJvity reinforcers (e.g. special privileges, jobs, computer Jme) •  token reinforcers (i.e., items exchanged for other reinforcers) 4 9/27/13 PromoJng and Acknowledging Displays of Expected Behavior Behavior Specific Praise Statements •  Specific: tells learners exactly what they are doing correctly and encourages occurrence in the future (use language on teaching matrix) •  Con8ngent: occurs immediately following behavioral or academic expectaJons –  teaching matrix –  effort and achievement •  Ra8o of 4:1 (posiJve statements to negaJve statements) can improve student academic and behavioral outcomes •  Sincere and credible Hierarchy of Planned Consequences Hierarchy of Response Words/acJons an adult can use Redirect Restate the matrix behavior. Reteach State and demonstrate the matrix behavior. Have student demonstrate. Provide immediate feedback. ConJngent InstrucJons Specific direcJons 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 locaJon, about the order of task compleJon, using alternate supplies to complete the task or for a different type of acJvity that accomplishes the same instrucJonal objecJve. Conference Describe the problem. Describe the alternaJve behavior. Tell why the alternaJve is be`er. PracJce. Provide feedback. (Gable, Hester, Rock, & Hughes, 2009; Hawkins & Hefflin, 2010; IES PracJce Guide, Reducing Behavior Problems in the Elementary School Classroom, September, 2008) Encouraging Classroom Data CollecJon Encouraging Classroom Data CollecJon How do we know if students are engaged? How do we know if classroom systems are working? Encourage teachers to collect data! Could track: •  Tokens given out by teachers •  Number of breaks taken by students •  Total number of “minors” reported •  ODRs •  ObservaJon data •  Students’ self-­‐report •  Permanent products Encourage teachers to collect data! Could ask: •  Teachers to make a brief behavioral raJng for 5 random or whole-­‐class of students Encouraging Classroom Data CollecJon How do we know if classroom systems are working? Support teachers by summarizing SWIS data Could ask: •  What does the classroom per day per month SWIS graph look like? What about specific teacher referrals? How do these data link back to classroom supports? To Review… As a team, you might encourage staff to… •  Link classroom rules, rou0nes and procedures to school-­‐
wide expectaJons •  Think about different acJviJes within the classroom (independent seat work, whole-­‐group instrucJon, etc.) •  What are the rules and rouJnes for different acJviJes? •  Incorporate school-­‐wide acknowledgement systems in classroom management •  Follow a hierarchy of consequences that include in-­‐
classroom before out-­‐of-­‐classroom strategies •  Take classroom data! 5 9/27/13 QuesJons? [email protected] [email protected] [email protected] Thank you! 6