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Cracking the Code: A Multi-Tiered Approach to Classroom Management

Cracking the Code: A Multi-Tiered Approach to Classroom Management. Flint Simonsen, Ph.D. Whitworth University. www.PBIS.org. 0. What seems to be the problem?. What can we do?. 0. One More Essential Consideration. Two types of problems: Can ’ t Do Teach, Remind, Practice Won ’ t Do

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Cracking the Code: A Multi-Tiered Approach to Classroom Management

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  1. Cracking the Code: A Multi-Tiered Approach to Classroom Management Flint Simonsen, Ph.D. Whitworth University

  2. www.PBIS.org

  3. 0 What seems to be the problem?

  4. What can we do?

  5. 0 One More Essential Consideration Two types of problems: • Can’t Do • Teach, Remind, Practice • Won’t Do • Motivate, Encouragement and Discouragement

  6. 0 Positive Behavioral Interventions and Supports (PBIS) • PBIS refers to the application of positive behavioral interventions and systems to achieve socially important behavior change. • Proactive and preventative rather than reactive and punitive interventions

  7. 0

  8. Let’s start at the top (RED).

  9. The Secret About Problem Behavior… Problem behavior is not a problem for students!

  10. Behavior NEVER Occurs in a Vacuum • Behavior happens in contexts • Many factors influence problem behaviors • The most important factors are in the IMMEDIATE context or environment

  11. 0 Behavior and the Environment B A C Passage of Time

  12. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult 0 Three Functions of Behavior

  13. Think about “Problem Behavior” as Communication • What are you trying to tell me? • “What do you want?” • How can I teach you new “language” that others can recognize and understand?

  14. 0 One More Essential Consideration Two types of problems: • Can’t Do • Teach, Remind, Practice • Won’t Do • Motivate, Encouragement and Discouragement

  15. Now let’s build the base (GREEN).

  16. Level 1 School-wide Discipline and Class-wide Discipline

  17. The Deep Why Behind PBIS…

  18. PBIS… • IS NOT a gimmick to control kid behavior • Control is an illusion. • IS NOT just Positive • Strong consequences for behavior is a non-negotiable component of PBIS as well • Is a framework for building better habits

  19. We are creatures of habit • Some kids come to us with sets of bad habits • Whether good habits or bad, we are fiercely protective of those habits • PBIS organizes best practices for developing “habit strength” for those behaviors we value. • “Motivation is what gets you going… Habit is what keeps you going.”

  20. An Instructional Approach to Behavioral Success

  21. Instructional Practices • Model, lead, test EVERY social and academic behavior • If you want to see it, teach it • Book use, test taking, asking questions, checking grades and missing work, self-advocacy, interacting with peers, etc. (Swain-Bradway, 2014)

  22. Questions? Comments? Observations? Concerns?

  23. What does PBIS mean in the classroom?

  24. Evidence Based Practices in Classroom Management • Maximize structure in your classroom. • Define, teach, review, monitor a small number of positively stated expectations. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Actively engage students in observable ways. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, accepted)

  25. Wenatchee School District School-Wide and Classroom Positive Behavioral Interventions & Supports School-Wide Positive Behavioral Supports Tier 3 Additional Supports (3-5%) • Tier 2/3 Team • Behavior Support Plan (BSP) • Formal Functional Behavioral Analysis (FBA) • Wrap-around Services (Community, Special Education, etc.) Tier 2 Additional Supports (5-15%) • Tier 2/3 Team • Check-in/Check-out (CICO) • School Counselor • Small Skills Groups (Social Skills, etc.) • Two-week Student Plan • Antecedent Behavior Consequence (ABC) • Chart Teacher Interventions for Classroom Management Individualized Management Plan (3-5% are responsive) Tier 1 Universal Supports (80-90%) Differentiated Management Plan (5–15 % are responsive) • School-wide PBIS Matrix • 5 Containers • PLCs • Tier 1 Team Classroom Management Plan (80–90% are responsive) • PBIS Resources (PBIS World, • PBIS.org, PBIS Washington) • Effective Classroom Behavior • Support Plan • Instructional Coach, Colleague, • Administrators • Social Skills Instruction (Second Step, Kelso’s Choice, etc.)

  26. Borderlines and Consequences • “If the borderline between appropriate and inappropriate is unclear, consequences are often implemented late, after frustration has built up.” • “If consequences are implemented inconsistently, some students will test those limits.” ~Randy Sprick

  27. Borderlines and Consequences 3. “Consequences that are implemented with irritation or anger may result in students feeling consequences are: • Unfair • Being “done” to them rather than “earned” by them.” ~Randy Sprick

  28. 0 Make a Plan Write down what the adult will do when students: (a) behave appropriately (b) engage in minor problem behaviors (c) engage in major problem behaviors *Only use strategies proven to be effective!

  29. Core Themes… • Keep students in the learning environment. • Think Prevention. • Define “success” in advance.

  30. Assess your current status…

  31. 2. Define & Teach Expectations • Understand purpose: • Clarify means of communication • Use consistent communication • Teach and review for all students, staff, and settings: • Articulate Matrix • Establishes guidelines: • Keep to five or fewer • State positively • Use common and few words

  32. 0 3. Catch ‘em being good (4:1)(Acknowledge expected behavior) • Reinforcement is feedback • Respond immediately • Give information • Different kids have different preferences. • Students will always find a way to get what they want.

  33. 3. Strategies for Classroom Reinforcement • Specific and Contingent Praise • Group Contingencies • Group celebration based on group OR individual behavior • Token Economies • Points • “Good Behavior Game” • ClassCraft • Behavior Contracts • IF you do… THEN you get 4 TO 1

  34. 0 Artificial Reinforcement • Reinforcement that is arranged by a social agent for a behavior in which the consequence does not typically follow the behavior • Consequence is dependent on social agent

  35. 0 Natural Reinforcement • Reinforcement that follows the behavior and is the direct result of that behavior • Consequence is natural result of behavior

  36. 4. Discourage Problem Behavior • Clearly define problem and context • Wearing hats in class, excessive tardies, disruptive acts during transitions • Anticipate problem behavior and provide precorrection as a preventive strategy • For identified risk times or settings • Implement consistent procedures • All staff, settings, minor behaviors • Provide ongoing teaching opportunities • Focus on appropriate expectation

  37. Continuum of Possible Responses • Acknowledge students exhibiting expected behavior • Secure attention and redirect students to expected behavior • Provide choice between expected behavior and staff-managed consequence • Deliver staff-managed consequence • Deliver office-managed consequence

  38. 4. Additional strategies to respond to inappropriate behavior • Beyond the basics, build a menu: • www.pbisworld.com • www.interventioncentral.org • www.safeandcivilschools.com • CHAMPs: A proactive and positive approach to classroom management • Teacher’s encyclopedia of behavior management • Managing the cycle of acting-out behaviors

  39. 5. Strategies for Student Engagement • Direct Instruction • Skills groupings • Computer Assisted Instruction • Class-wide Peer Tutoring • Guided notes • Response Cards

  40. 5. Other Academic Toolboxes • intensiveintervention.org • ceedar.education.ufl.edu • highleveragepractices.org • explicitinstruction.org

  41. Yes but… What if it doesn’t work?Think Functionally then move students to Tier 2 or Tier 3.

  42. Problem Solving is the Glue! Two Flavors: Traditional “Non-Responder” Approach (MTSS, PBIS, RTI) Data-Based Individualization (DBI)

  43. Adopt an “Instructional Approach” to Behavior Management • IF a student has a reading problem? • IF a student has a math problem? • IF a student has a behavior problem? • Most important question: • What do I want this student to do INSTEAD OF problem behavior… • Then Teach and Reinforce.

  44. 0 Teach and Reinforce • Pick replacement behavior • Teach • Provide reinforcement for functionally equivalent alternative behavior • Student gets(consequence) what he/she wants for doing(behavior) what you want.

  45. 0 Big Ideas • Teaching matters in the lives of children • Think Functionally about problem behaviors. • Have a plan and follow it consistently • Use proactive and preventative interventions rather than reactive and punitive interventions • Catch kids doing what you want them to do. • NEVER GIVE UP!

  46. pbiswashington.pbworks.comflintsimonsen@centurylink.net Flint Simonsen P. O. Box 602 Cheney, WA 99004

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