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: [email protected] 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
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