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SWPBS: Sustainability, Classroom Management, Interventions for Individual Students. Celeste Dickey & George Sugai University of Oregon & Connecticut Center on Positive Behavioral Interventions & Supports August 15, 2007 www.pbis.org. Purpose. Implementation sustainability

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swpbs sustainability classroom management interventions for individual students

SWPBS:Sustainability, Classroom Management, Interventions for Individual Students

Celeste Dickey & George Sugai

University of Oregon & Connecticut

Center on Positive Behavioral Interventions & Supports

August 15, 2007

www.pbis.org

purpose
Purpose
  • Implementation sustainability
  • Review of classroom management practices
  • Discussion individual student behavior support
slide4
Forum for Change

October 11-12 Rosemont, IL

2 nd annual new england pbs conference

2nd Annual New England PBS Conference

Nov 15, 2007 Near Boston

Contact: Bob Putnam

May Institute

[email protected]

features of successful organizations
Features of Successful Organizations

Common Vision

ORGANIZATION MEMBERS

Common Experience

Common Language

slide8
Supporting Social Competence &

Academic Achievement

4 PBS Elements

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

slide9
Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

designing school wide systems for student success
Academic Systems

Behavioral Systems

  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • High Intensity
  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Universal Interventions
  • All students
  • Preventive, proactive
  • Universal Interventions
  • All settings, all students
  • Preventive, proactive
Designing School-Wide Systems for Student Success

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

general implementation process getting started
TeamGENERAL IMPLEMENTATION PROCESS: “Getting Started”

Agreements

Data-based

Action Plan

Evaluation

Implementation

slide13
School-wide Positive

Behavior Support

Systems

Classroom

Setting Systems

Nonclassroom

Setting Systems

Individual Student

Systems

School-wide

Systems

slide14
School-wide Systems

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

slide15
Nonclassroom

Setting Systems

  • Positive expectations & routines taught & encouraged
  • Active supervision by all staff
    • Scan, move, interact
  • Precorrections & reminders
  • Positive reinforcement
slide16
Classroom

Setting Systems

  • Classroom-wide positive expectations taught & encouraged
  • Teaching classroom routines & cuestaught & encouraged
  • Ratio of 6-8 positive to 1 negative adult-student interaction
  • Active supervision
  • Redirections for minor, infrequent behavior errors
  • Frequent precorrections for chronic errors
  • Effective academic instruction & curriculum
slide17
Individual Student

Systems

  • Behavioral competence at school & district levels
  • Function-based behavior support planning
  • Team- & data-based decision making
  • Comprehensive person-centered planning & wraparound processes
  • Targeted social skills & self-management instruction
  • Individualized instructional & curricular accommodations
slide18
1. Emergence

2. Demonstration

IMPLEMENTATION

PHASES

3. Elaboration

4. Systems

Adoption

sustainability suggestions
Sustainability Suggestions
  • Maintain priority
  • Monitor fidelity & outcomes continuously
  • Keep data regular, easy, & relevant
  • Strive for efficiency & economy
  • Adopt evidence-based practices
  • Celebrate successes & improvement
slide20
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

Continuous

Self-Assessment

Relevance

Priority Efficacy

Fidelity

Valued

Outcomes

Effective

Practices

Practice

Implementation

Local Implementation Capacity

sustainability activity 10 minutes
Sustainability Activity10 minutes
  • What practice is working well?
  • What is in place to sustain that practice?
  • What is being done to increase efficiency
classroom management basics
Classroom Management Basics
  • Research guided
  • Contextualized
  • Theory
  • Explicitly taught & practiced
  • Teach for generalization
  • Academic & behavior interaction
  • Data-based decision making
main message
Main Message

STUDENT ACHIEVEMENT

Good Teaching

Behavior Management

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

essential behavior classroom management practices
Essential Behavior & Classroom Management Practices

SeeClassroom Management Self-Checklist (7r)

1 minimize crowding distraction
1. Minimize crowding & distraction

Design environment to elicit appropriate behavior:

  • Arrange furniture to allow easy traffic flow.
  • Ensure adequate supervision of all areas.
  • Designate staff & student areas.
  • Seating arrangements (classrooms, cafeteria, etc.)
2 maximize structure predictability
2. Maximize structure & predictability
  • Teacher routines: volunteers, communications, movement, planning, grading, etc.
  • Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
3 state teach review reinforce positively stated expectations
3. State, teach, review & reinforce positively stated expectations
  • Establish behavioral expectations/rules.
  • Teach rules in context of routines.
  • Prompt or remind students of rule prior to entering natural context.
  • Monitor students behavior in natural context & provide specific feedback.
  • Evaluate effect of instruction - review data, make decisions, & follow up.
4 provide more acknowledgements for appropriate than inappropriate behavior
4. Provide more acknowledgements for appropriate than inappropriate behavior
  • Maintain at least 4 to 1
  • Interact positively once every 5 minutes
  • Follow correction for rule violation with positive reinforcer for rule following
reinforcement wisdom
Reinforcement Wisdom!
  • “Knowing” or saying “know” does NOT mean “will do”
  • Students “do more” when “doing works”…appropriate & inappropriate!
  • Natural consequences are varied, unpredictable, undependable,…not always preventive
  • Err on side of being positive
5 maximize varied opportunities to respond
5. Maximize varied opportunities to respond
  • Vary individual v. group responding
  • Vary response type
    • Oral, written, gestural
  • Increase participatory instruction
    • Questioning, materials
6 maximize active engagement
6. Maximize Active Engagement
  • Vary format
    • Written, choral, gestures
  • Specify observable engagements
  • Link engagement with outcome objectives
7 actively continuously supervise
7. Actively & Continuously Supervise
  • Move
  • Scan
  • Interact
  • Remind/precorrect
  • Positively acknowledge
8 respond to inappropriate behavior quickly positively directly
8. Respond to Inappropriate Behavior Quickly, Positively, & Directly
  • Respond efficiently
  • Attend to students who are displaying appropriate behavior
  • Follow school procedures for major problem behaviors objectively & anticipate next occurrence
9 establish multiple strategies for acknowledging appropriate behavior
9. Establish Multiple Strategies for Acknowledging Appropriate Behavior
  • Social, tangible, activity, etc.
  • Frequent v. infrequent
  • Predictably v. unpredictably
  • Immediate v. delayed
10 generally provide specific feedback for errors corrects
10. Generally Provide Specific Feedback for Errors & Corrects
  • Provide contingently
  • Always indicate correct behaviors
  • Link to context
establishing classroom swpbs
Establishing Classroom SWPBS
  • Establish leadership team
  • Examine SW data to establish action plan
  • Link directly to school-wide effort
  • Secure agreements
  • Practice/review/remind continuously
  • Train for highest implementation fidelity
  • Monitor & celebrate improvement
  • Individualize for non-responders
classroom activity 10 minutes
Classroom Activity10 minutes
  • What school-wide classroom management practices are in place?
  • Are they proactive? Consistently implemented?
  • What improvements needed?
behavior support elements
*Response class

*Routine analysis

*Hypothesis statement

*Function

Behavior Support Elements

*Alternative behaviors

*Competing behavior analysis

*Contextual fit

*Strengths, preferences, & lifestyle outcomes

*Evidence-based interventions

Problem Behavior

Functional Assessment

*Implementation support

*Data plan

  • Team-based
  • Behavior competence

Intervention & Support Plan

*Continuous improvement

*Sustainability plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

individual student basics
Individual Student Basics
  • Establish at least one relevant & reinforcing adult (advocate) in school
  • Make daily contact, especially a.m.
  • Provide at least daily reinforcer for progress/improvement
  • Provide instruction that increases likelihood of academic success
slide42
Directly teach & practice specific social skills
  • Consider function by context
  • Work as team
  • Respond early to non-responders
  • Establish in-school behavioral expertise
individual behavior support activity 10 minutes
Individual Behavior Support Activity 10 minutes
  • What is being done daily for individual students with behavior needs?
  • Who has specialized behavior knowledge in school?
  • Does team meet regularly?
pbis messages
PBIS Messages
  • Measurable & justifiable outcomes
  • On-going data-based decision making
  • Evidence-based practices
  • Systems ensuring durable, high fidelity of implementation
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