Texas Behavior Support Initiative: Module 21 Module 2: Schoolwide/Classroom Interventions.

Texas Behavior Support Initiative: Module 2 1

Module 2: Schoolwide/Classroom Interventions


Module 2: Agenda

• Positive Behavioral Support Framework

• Schoolwide Supports• Classroom Supports


Positive Behavioral Support (PBS)

• Systems Approach• Data Driven Decision-Making• Team Based Problem-Solving• Prevention Focus for ALL

Students• Effective Teaching• Staff Development


PBS Involves:


PBS is NOT…

• A specific curriculum

• Limited to any particular group of students

• New


PBS will …

• Improve academic achievement and school climate

• Increase appropriate behavior

and school/community involvement

• Prevent inappropriate behavior• Reverse escalating patterns of

problem behaviors


Schoolwide Systems of Support

• Data Driven Decision-Making

• Statement of Purpose• Schoolwide

Expectations• Procedure for Teaching

Expectations• Specific Setting

Interventions


Data Driven Decision-Making

Systematic data

collection/ analysis

Data generated

Multiple levels of

data analysis


Indicators: Universal

• Total referrals per year per student is high• Average number of referrals per day is high

Universal


Indicators: Selected or

Targeted

• Proportion of students with 0-1 referrals is low, but proportion of students with 2-10 is high

• Students have received >10 referrals

• 5% of students with most office referrals account for high percentage of all referrals

• High frequency of suspensions/expulsions

Selected

Targeted


Statement of Purpose

Approach for teaching and learning

Foundation for school operations

Expectations for behavior


Schoolwide Rules for Behavior

• Determine expected behaviors

• Identify replacement behaviors

• Define expected behaviors for all areas of the school


Teaching Expected Behavior

Show

TellPractice


Encouraging Expected Behavior

• Provide incentives across all settings

• Combine token incentives with social acknowledgement

• Build and provide a continuum of strategies


Incentives might include:

• High levels of praise for appropriate behavior

• Access to desirable activities

• Recognition (public recognition, notifying parents, etc.)

• Special privileges


Discouraging Problem Behavior• Develop a continuum of

procedures• Provide clear examples with

specific consequences • Implement procedures

consistently• Decide the who/where/what

of behavior management• Provide proactive strategies

for students with chronic problem behaviors


Specific Setting Systems

• Routines• Physical factors• Setting-specific

behavior• Instructional strategies• Support• Implementation/

monitoring


Classroom Systems

• Extend the schoolwide system to help ensure student success with a variety of instructional styles and classroom routines.

• Ensure classroom routines overlap with schoolwide positive behavior support systems


Classroom Settings: Key Questions

• What do I want my classroom to look like?

• How do I want my children to treat me as a person?

• How do I want my children to treat one another?


Classroom Settings: Key Questions (cont.)

• What kind of values do I want to communicate to my students?

• How do I want children to remember me when the last day of school ends?

Kameenui and Simmons, 1990


Comprehensive Intervention Plan

Prevention

Interruption

Crisis response

Follow-up


Phase 1: Prevention

Prevention

Intent = increase the likelihood that the student(s) will

productively and successfully engage in class and school

activities


Prevention Strategies

Classroom Space

Practical Schedule

InstructionStudy Skills

ExpectationsClassroom Routines

Proactive Behavior System

Social Skills


Designing Classroom Space

• Identify classroom functions

• Arrange classroom to ensure functions can take place effectively


Setting a Practical Schedule

Secondary---pay attention to managing instructional time within large blocks of time

Elementary---construct schedules after schoolwide and specialist period are set


Managing Instruction

Academic underachievement

Problem behavior


Managing Instruction: Critical Steps

• Assess students’ skill level (80% rule)

• Utilize appropriate curriculum

• Utilize effective delivery strategies

• Vary instruction


Teaching Study Skills

Repeated disciplinary exclusions from instruction keep students from learning many specific learning strategies, or study skills, necessary for success in school.

—Geoff Colvin


Teaching Expectations

• Explain reason• Specify required

behavior• Practice behaviors• Monitor

performance• Provide feedback


Establishing Classroom Routines

•Enter classroom

•Access materials

•Turn in homework

•Obtain assistance

•Organize assignments

•Move about room

•Transition activities

…Students manage

tasks independently


Teaching Social Skills

Social competence is predictive of long term psychological, social adjustment and success in school.


Comprehensive Social Skills Programs

• Understand and define terms

• Review key research assumptions

• Assess social skills

• Provide systematic classroom instruction

• Utilize social skills curriculum resources


Social Skills Instruction

• Modeling

• Role Play

• Performance Feedback

• Transfer of Training


Implementing Proactive Behavior Management System

Good behavior = positive consequences

Problem behavior = negative consequences!


Rules for Using Positive Consequences

• Deliver at high rate• Deliver consistently and

immediately• Emphasize social reinforcers• Incorporate delayed/longer-term

reinforcers• Vary reinforcers• Maintain consistent criteria for

reinforcement


Rules for Using Negative Consequences

• Deliver consistently• Should be mild• Applied in conjunction

with + consequences

• Ensure ratio of 3 positive to 1 negative

• Maintain student’s dignity


Interdependent Group Contingency Management

All for one

and one

for all!!


Mystery Motivator


Spinners

5

6

1

4

3 2


100 Squares Bingo1 2 3 4 5 6 7 8 9 10

11 12 13 14

100


Big Ideas!

• PBS is a broad range of schoolwide, classwide and individualized strategies for achieving important social and learning outcomes while preventing challenging behavior of all students.

• Data drive the decision-making process in PBS.

• All three levels of intervention must be in place for successful schools!

Texas Behavior Support Initiative: Module 21 Module 2: Schoolwide/Classroom Interventions.

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