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Connecting SW-PBIS to the Classroom: Designing Classroom Supports . Patti Hershfeldt, Ed.D. Johns Hopkins University Bloomberg School of Public Health Center for Prevention of Youth Violence [email protected] Objective.
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Patti Hershfeldt, Ed.D.
Johns Hopkins University
Bloomberg School of Public Health
Center for Prevention of Youth Violence
(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)
1. Maximize structure in your classroom.
2. Establish, teach, prompt, monitor, and evaluate a small number of positively stated expectations.
3. Maximize academic engaged time
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
• Publicly post the rules.
• Should match SW Expectations
• Provide opportunities to practice rule following behavior in the natural setting.
• Use pre-corrections, which include “verbal
reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).
• Summarize data (look for patterns)
• Use data to make decisions
The Effective Teacher
Teaches students not a subject or a grade level
Maximizes academic learning time
Has students earning their own achievement
Keeps the students actively engaged in learning
- Wong, 1998
– contingent: occur immediately following
– specific: tell learner exactly what they are
doing correctly and continue to do in the
(Reinke et al., 2008)
For the next 5 minutes, focus on a different student every 5 seconds.
Record a “+” symbol to indicate on-task or engaged behavior and a “–” symbol to indicate off-task behavior. When each student has been observed, begin the progression again.
Continue until 5 minutes has elapsed.
Time on task (academic engagement) =__________ percent.
44 /60 = 73%
Simonsen, Sugai, Fairbanks, & Briesch, 2006