Putting it all together

1. Putting it all together

2. In the beginning . . . • We began with a discussion of the origins of CWPBIS and its relationship to SWBPIS. • We discussed the main elements of PBIS: outcomes, systems, data, and practices. • We gave an overview of effective data collection. • We discussed the impact that culture—both ours and our students’ —can have on our classwide behavioral support systems.

3. Antecedent: Any stimulus that precedes a behavior Behavior: Any observable and measurable act of an individual (response) Consequence: Any stimulus presented contingent on a particular response The three-term contingency Alberto & Troutman, 2013

4. Behavioral concepts • We also discussed: • Positive and negative reinforcement • Positive and negative punishment • Setting events • Extinction • Function of behavior • Do you have any questions?

5. EBP in classroom management: What all instructors should be doing in the classroom • Maximize structure. • Identify, define, and teach expectations. • Increase academic engagement. • Establish a continuum of supports to encourage appropriate behavior. • Establish a continuum of supports to discourage inappropriate behavior. Simonsen et al., 2008

6. Maximizing structure • Maximizing structure in your classroom helps you to set the occasion for appropriate behavior. • Consider the physical arrangement of your classroom. • Consider the decor of your classroom. • Establish predictable routines. • Teach, prompt, and reinforce routine-following behavior!

7. The six task dimensions • History • Response form • Modality • Complexity • Schedule • Variation Darch & Kame'enui, 2004

8. Reinforcing appropriate behavior • There are several evidence-based strategies teachers can use to reinforce appropriate behavior, including: • Specific and contingent praise • Group contingencies • Behavior contracts • Token economies

9. Responding to problem behavior • Spend most of your time preventing problem behavior from occurring. • Always think about what you can change to decrease the likelihood of inappropriate behaviors. • Be predictable and consistent. • Look for opportunities for reinforcement. • Always consider the function of the problem behavior.

10. Preventing bullying behavior • Have a proactive approach to bullying behavior. • Teach students how to respond to behavior that is not respectful. • Provide extra review and precorrection for students with more extensive needs. • Provide support and training for adults. • Collect data and use it to make decisions.

11. Finishing up • We closed the training with two important discussions: • Building relationships with students • Self-management • Final thoughts: • It takes a lot of effort to develop a proactive, effective, and positive behavioral support plan for your classroom, but it is well worth it.

12. Questions?

13. Thank you!  dmyers1@twu.edu