Classroom Systemsof

Positive Behavioral Interventions & Supports

Idaho SWPBIS Training Institute

PurposeTo describe the implementation of a systems approach to classroom behavior and instructional management

Critical featuresSteps and effective practicesSupporting teachers

SAS Classroom Systems

Objectives• Focus on classroom component of

PBIS – how to support teachers• Describe current status of

classrooms (student-teacher interactions)

• Discuss several types of teacher support

Universal Positive Behavior Support for the

ClassroomRead through the handout and mark:

Got it. I know, understand, and/or agree with this.

This is really important or interesting.

I don’t understand this, or this does not make sense to me.

Basic RuleDesign the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students

What is needed?• A clear model with steps for teaming and

problem solving• Access to the right information at the

right time in the right format• A formal process a group of people can

use to build and implement solutions

Horner et al. (2010)

Guiding Principles• Teach and manage social behaviors

directly and proactively (positively and preventively)…like teaching reading, math, physics, music, etc.

• Integrate social and academic management strategies within and across curricula

• Maximize academic success to increase social behavior success

Prerequisites• Appropriate and relevant curriculum

o Meets needso Perceived as important

• Appropriate goals and curricula that are fair, functional, and meaningfulo Avoid frustration, dissatisfaction, confusion,

rebellion, etc.

Common Mistakes• Assuming students know what is expected of

themAbsence of clear rulesVaguely stated rules

• Punishing students for failure to exhibit a behavior that they do not know how to do

• Increasing instructional minutes will not make up for ineffective instruction

So what can be done?• Classroom organization• Instructional management• Behavior management• On-going teacher support

Classroom Organization

• Physical environment• Student and teacher routines• Transitions• Attention-getting signal• Climate

Considerations• How many students will you have in the room at

one time?• What kinds of activities will be taking place in

your classroom?• Where should students be seated?• How will you regulate

movement/supervise/interact?• What should my classroom look like?

o Wall space, storage, lighting, etc.• How will you teach students roles and

procedures with other staff for consistency?

Physical Environment• Seating/furniture arrangement• Traffic patterns• Materials/supplies• Student areas (e.g., small group, break,

time-out)• Teacher areas (e.g., desk, materials)• Problem features (e.g., unsupervisable

areas, dangerous items/equipment)

Physical Environment• Create an orderly learning

environment that sets the stage for orderly behavior

• Create a pleasant climate for you and your students

Classroom Organization

Design areas for specific activities• Whole class instruction• Small group instruction• Rug activities• Quiet reading area• Free choice games and activities• Computers

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Classroom Organization

Arrange space so that:• Students face the teacher without turning around• Teacher has close proximity to students• Students can interact with partner and/or team• Teacher can see all areas of room• Teacher can easily monitor all areas• Teacher and students can move easily around room• Teacher can access necessary instructional materials• Students can access necessary materials

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Paired Rows

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Slanted Rows

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Slanted Tables

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Double U

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Double E

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Checklist

Evaluating the Physical Organization of the Classroom:

Setting the Stage

Routines• Increase predictability and consistency• Both teacher and student routines• Build into environment/prompts

o “Stack and Rack”• Consider “common” routines

o Lining upo Restroom breakso Preparing for worko Transitions between activities

RoutinesIn classes where routines and

procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur.

Predictability predicts ability!

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Routines• Determine situations where a routine or

procedure is needed• For each situation, determine a

routine/procedure thatPromotes self-responsibilityDoesn’t require teacher involvementIs effective and efficientCan be used consistently

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Routines•Document routines/procedures•Teach most important routines procedures•Review routines/procedures

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Student Routines• Start/end of day• Transitions• Personal needs (e.g., bathroom, pencil

sharpening)• Working in groups and independently• Special events• Materials and equipment• Homework and assignments• Personal belongings

Teacher Routines• Planning and implementing instruction• Classroom movement (circulation)• Working with assistants, volunteers,

student teachers• Communications

Example Routines & Procedures

Checklist: “Situation Requiring a Classroom Routine or Procedure”

Classroom Routines

Classroom Routines• What are 3 routines common across

classrooms in your school?• Complete the Classroom Routines

Matrix for your classroom.• What is a PROCESS you might use

with your faculty to define and share effective examples?

Efficient Transitions•Teach signal and routine•Practice in natural context•Precorrect in problem situations•Monitor continuously•Positively reinforce contingently

Attention-getting Cue/Rule

•Select cue that is effective, efficient, and relevant•Apply consistently•Positively reinforce contingently

Classroom Climate• Develop plan before school starts• Determine expectations• Teach expectations directly• Use first weeks of school to establish

•Expectations and behavior/routines•Climate (laugh, smile, accept student ideas)

Active Student RespondingAvailable Time

Allocated Time

Instructional TimeTime on task

Opportunity to Respond

Active Student RespondingAdapted from Heward, 1994

Available Time

Allocated Time

Instructional TimeTime on task

Opportunity to Respond

Active Student Responding

Classroom Goals & Rules

Students are more likely to exhibit desired behaviors when expectations are clear.

What you expect = What you get

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Classroom Goals• With grade level team or school faculty,

establish goals you would like children to reach

• Goals reflect values you hold for students• Goals are more global than rules• Analogy

o Goal – Drives should be courteouso Rules – Speed limit 65

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Classroom GoalsExample Goals:• Respect others• Be responsible• Do your best work• Cooperate with others

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Generic Instructional Approach

• Defineo Operation definitions of what will be taught

• Observable and measurable

• Teacho Identify and explain ruleo Model/demonstrate relevant exampleso Arrange structured practice, role play, behavioral

rehearsal• Remind

o Precorrect or prompt rule immediately prior to entering natural context

Classroom RulesRules for Rules:• Are fewer in number• State desired behavior• Are short and simple• List observable behaviors• Begin with a verb• Clearly define behaviors

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Classroom RulesExample Rules:• Arrive on time• Bring school materials only• Follow directions• Participate in activities• Work during work sessions• Use language appropriate to school and work-

place

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Classroom Rules• Introduce rules• Teach lessons on individual rules• Review rules• Post rules• Act as if you expect desired behaviors

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Generic Instructional Approach

• Monitoro Supervise independent application in natural contexto Provide feedback (positive reinforcement and

corrections)o Collect data

• Evaluateo Examine effect of instruction (i.e., review data, make

decisions, follow up)

Behavior Management Basics

• Use continuum of strategies to encourage expectationso Teach expected behavioro Increase opportunities for academic and social successo Provide positive feedback more often than corrections

and reprimands (e.g., 5 to 1)• Move from tangible to social reinforcement• Move from external to self-managed reinforcement• Individualize reinforcement

o Use continuum of strategies to discourage/correct inappropriate behaviors

Characteristics of Effective Praise

• Good praise follows the “if-then” ruleo Make sure students are doing exactly what you want

them to be doingo Praise them within 1 or 2 seconds after the behavior

occurso If it is an on-going behavior, praise during the behavior

Systems Support• Shift to school-based teams rather than

relying on “outside experts”• As with SWPBIS the systems guide the

implementation of effective practices• Link classroom management practices to

SWPBIS• Use data for decision-making

School Status and Commitment

• Complete the Classroom Settings section of the Staff Survey

• Summarize the results• Add items to action plan as needed• Prepare to report out on status of

system and planned activities

Classroom SettingsAdditional Tools:• PBIS Resource: Classroom

Checklists, Effective Classroom Plan, Environmental Inventory Checklist

• Classroom Management: Self-Assessment