Positive Behavior Supports

Classroom Intervention StrategiesAshley MorrisSchool Psychologist, MA/CASMeadowview Elementary School

Positive Behavior Supports

PBS is based on the theory◦Problem behavior continues to occur

because it is consistently followed by the child getting something positive or escaping something negative

 

Positive Behavior Supports Focus on situation and outcome of behavior

It is possible to determine the functions of the behavior, make the problem behavior less effective and efficient, and make the desired behavior more functional.

How can we do that?Behavior ChartBehavioral ContractCheck In/Check OutClassroom Management

◦Increasing Academic Motivation◦Behavioral Strategies

Behavior Chart

Behavior ChartThe target

behavior should be clearly stated.◦ “Elise will keep

her hands to herself during class.”

Consider the time frame to earn the sticker.

Choose only one or two target behaviors for the behavior chart.

Consider age and ability level when developing the chart.

Let the student take as much responsibility as possible.

Consistency!

Behavior Expectations: 1.______________________________________________________________________ 2.______________________________________________________________________ 3.______________________________________________________________________ 4.______________________________________________________________________ Privileges for meeting the conditions of the contract: 1.______________________________________________________________________ 2.______________________________________________________________________ Consequences/Restrictions for failing to meet the conditions of the contract: 1.______________________________________________________________________ 2.______________________________________________________________________ I understand that I must meet all Behavior Expectations listed above in order to earn both of my privileges each day. Failure to meet the Behavior Expectations listed above will result in my earning of both consequences/restrictions listed above. Privileges and Consequences/Restrictions will be earned on the same/following day (choose one).

Child’s Signature Parent’s Signature For a more detailed set of prewritten behavior contracts, please visit any of the following sites: www.parentcoachplan.com www.behavior-contracts.com www.teenbehaviorcontracts.com

Behavior ContractInvolve the student

◦ When a student takes some ownership, it increases the chance that the student will take some responsibility

◦ It is more likely to be successful when the student has some ownership in its development.

Consider age and ability level.

Contracts should never be utilized for a behavior in which a student has no control over.

Consistency!

Check In/ Check OutStudent daily checking in with an

adult at the start of school to retrieve a goal sheet and encouragement.

Teachers provide feedback on the sheet throughout the day.

Students check out at the end of the day with an adult.

Sheet sent home to be signed.

Check In/ Check Out Quick check in with adult upon

arrival◦ Check preparation for the day

Materials & supplies Attitude

◦ Turn in previous day’s signed card◦ Pick up day’s card◦ Reminders for appropriate

behavior/review expectations

Check In/ Check Out Each class period & any

supervised setting◦ Teacher rates & provides feedback

Check out with adult at end of day

◦ Review day’s points & goals◦ Adult acknowledges and/or

encourages◦ Take card home for parent signature

CICO Record

Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

BeforeRecess

0 1 2 0 1 2 0 1 2

BeforeLunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

MVES Check-in Check-Out (CICO) Daily Behavior Report Card NAME: ___________________________________________ DATE:_______________________________

Parents: Please sign and return daily. Email: ted.bradshaw@onslow.k12.nc.us Phone: 910-478-3522 Behavior

Goals

Period See Matrix

Be Safe:

Keep hands and feet to self.

Use materials appropriately.

Be Responsible:

Have materials ready. Stay on task. Be an Active Participant!

Be Respectful:

Use Kind Words. Be careful with things

belonging to others, Say please and thank

you.

T.I.

8:30 – 9:30 1.

9:30 – 10:30 2.

10:30 – 12:00 3.

12:00 – 12:45 4.

12:45 – 1:35 5.

1:35 – 2:25 6.

2:25 – 3:30 7.

Total

Student Signature: _____________________________________________

Teacher Signature: _____________________________________________

Points Earned:

Point Goal:

I Met My Goal

I Did Not Meet My Goal

Incentive Box:

Why does CICO work?Improved structure

Prompts are provided throughout the day for correct behavior.

Student chooses to participate.

Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive,

and sets up successful behavioral momentum.

Increase in feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded

Classroom Management IdeasIncreasing Academic MotivationBehavioral Strategies

Encouraging Academic Motivation

Build in rewarding opportunities for social interaction.◦Adult tutor, cross age peer tutoring, cooperative

learning groups, informal study groups. Reduce the 'effort' needed to complete an

academic assignment.◦A difficult and complex task (long writing task) can

broken down into easier-to-accomplish sub-steps for the student to complete as separate assignments.

◦A peer helper may assist a student who is chronically disorganized to set up and clean up their work area each day, making the task less time-consuming.

Encouraging Academic MotivationConnect academic requirements to real-

world situations. Offer students meaningful choice

wherever possible ◦Allow students to:◦ select the order in which they will complete

several in-class or homework assignments◦bring a book of their own choosing to a

session with a reading tutor◦be given several short, timed breaks during a

work period and allowed to choose when to take them

Classroom Behavioral Strategies

Increase the ratio of positive to negative teacher to student interactions◦ Maintain a 4 to 1 ratio of positive to negative◦ Positive interactions every five minutes◦ Follow correction for rule violation with positive reinforcer

for rule followingManage minor problem behaviors positively and

quickly◦ State correct behavior, ask student to show correct

behavior, disengage with attention seeking students quickly

Consider the antecedents and consequences of student behavior

Positive Behavior SupportsKeys to Strong PBS plan

◦Individualized ◦Data-based ◦Collaborative◦Working Document◦High fidelity of implementation-

Consistency!

ResourcesTeacher Behavioral Strategies

Handoutwww.pbisworld.comwww.interventioncentral.com