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P. PBS in the Class Room. P. B. Y. S. A. P. L. C. R. T. Kathy Helgeson, Southern Oregon ESD. I. “This is the worst class I’ve ever had!”. How familiar are you with PBS?. Know it well. Use/refer to it in my work. Have the general idea.

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pbs in the class room


PBS intheClassRoom











Kathy Helgeson, Southern Oregon ESD


“This is the worst class I’ve ever had!”

how familiar are you with pbs
How familiar are you with PBS?
  • Know it well. Use/refer to it in my work.
  • Have the general idea.
  • Know it doesn’t mean Public Broadcasting System.
  • Thought it did mean Public Broadcasting System.
what do you believe
What do you believe?
  • Behavior issues cause academic problems.
  • Academic issues cause behavior problems.
  • Behavior and academics are intertwined.
Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals.

(Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)


Primary Prevention -

What we do for

all students

Individual plans

that help


be successful

Small groups

of students who

need more help

to be successful.


The cyclical relationship between

reading and behavior can

impact the outcome of

10 million


of the nation’s children,

who will encounter reading problems

the first three years of their education.

National Reading Panel, 2004


academic support

Alterable variables

Individualized intervention plan

Progress monitoring

Student Study Team support


Flexible, instructional grouping aligned with specific skill and need for support

Progress monitoring

Data-based teams


Universal screening

Evidence-based core curricula

Effective instructional strategies


6+ ODRs

Full Functional Behavioral Assessment (FBA)

Wrap-around services


2-5 ODRs

Simple FBA

Group systems for efficient and flexible intervention programming

Continuous progress monitoring

Data-based teams


Consistent expectations taught to everyone

Prevention via social skills instruction

Office Discipline Referrals (ODRs)

Behavior Support

Academic Support
Do most of your difficult students behave better when in a consistent, predictable environment?A. YesB. NoC. Not sure
What group benefits the most from a consistent and predictable environment?A. Red ZoneB. Yellow ZoneC. Green Zone
hours of academic learning time
Hours of Academic Learning Time

1170 School year hours

- 335 Absenteeism & Non-instructional time.


835 True teaching time 835

- 209 (25%) Transitions & discipline (15%) -125

626 710

- 157 (25%) Time off task (10%) - 71

469 639

  • -Teaching & reinforcing expectations and transitions
  • -Managing appropriate and inappropriate
  • behavior efficiently
  • -Management of groups, participation, pacing

170 more hours; about an hour per day

the critical elements
The Critical Elements
  • Establish rules.
  • Clarify your expectations. (How does it look?)
  • Create lesson plans & teach.
  • Design feedback & reinforcement system.
  • Collect data. Is this working?

Machine vs.


which of these critical elements is most often overlooked in a classroom why
Which of these Critical Elements is most often overlooked in a classroom? Why?
  • Establishing rules.
  • Clarifying classroom expectations.
  • Creating lesson plans & teaching
  • Designing a feedback & reinforcement system.
  • Collecting data. Is this working?

Be Safe

Be Respectful

Be Responsible



Teach kids what you want,

and pay more attention to them

when they are doing it

than when they are not.





-Keep yourself to yourself.

-Stay in your work area.

-Talk only about the work.

- Be considerate of other’s feelings.

- Raise hands only if everyone has the same question.

-Everyone contributes.

-Work tasks should be distributed fairly.


1. Demonstrate staying in the work area.

2. Give examples of considerate, constructive comments.

4. Show how/when to raise hands.


3. Demonstrate getting off task or in other conversations, and how to kindly remind team mates to get back on topic.

Co-operative Groups

REASON THE EXPECTATIONS ARE IMPORTANT:Everyone can share the work and complete it faster. We can work together more often.


Demonstrate with students.

REVIEW: Have several students tell what was taught at these stations.


Co-operative Groups

  • Talk only about the work.
  • Everyone must participate and contribute.
  • Work tasks should be distributed fairly.
  • Talk out issues, be considerate of other’s feelings.
  • Raise your hands only if everyone has the same question.
set kids up for success
Set Kids Up for Success

Don’t leave it to chance.

spend more time focused on what is going right
Spend more time focused on what is going right.

Train yourself to look for it…

purpose of positives
Purpose of Positives
  • Help Adults Build Positive Relationships
    • Who they are
    • What they do
  • Create a positive, inviting environment
  • Tool to encourage & reinforce desired behaviors
    • Those learning new behaviors
    • Role models of positive behavior
why use tangibles


Why use tangibles?




  • They help you learn to look for the good in kids.
  • They increase your opportunities to build relationships with kids.
  • They multiply the positive reinforcement.
  • It is more effective in helping kids change habits than verbal praise alone.

(but remember - is has to be genuine.)

creating bridges
Creating Bridges

Deliver a

meaningful messagethat

builds self-esteem

and can

become internalized.

  • “I know that assignment was hard, but you stayed with it. You’re a hard worker.”
  • “Thanks for standing up for someone else. You did the right thing. You should be proud of yourself.”
business and reinforcement
Business and Reinforcement

“How did you feel after that last interaction? Did that person fill you bucket, making you feel more positive, or did that person dip from your bucket, leaving you feeling more negative than before?

Get to know your employees as people.

Have some fun together.

Work is NOT the opposite of fun.

bigger isn t better

Good things might come your way

if you're doing the right thing.

Bigger isn’t better.

Intermittent random reinforcement is most effective in changing behavior.


In your experience, what gives teachers the “biggest bang for their buck” in getting students to do what is expected?A. Giving out rewardsB. Having clear and consistent consequences for problem behaviorC. Teaching expectations directly, and reinforcing students who comply


When using rewards in your classroom, are you “buying” student behavior?A. YesB. NoC. Depends on how it’s doneDiscuss with those around you…


The goal of classroom management is to develop a group of students who are responsible, motivated and highly engaged in meaningful tasks.


Create systems in which the smallest

efforts give you greatest impact.

collecting data or how s it working
Collecting Dataor “How’s it working?”
  • Out of class/Official discipline referrals
  • Behavior Log
  • Frequency– collect data occasionally on specific students

Do you think you have adequate data about classroom behaviors?

A. Yes

B. No

mary contrary
Mary Contrary

o IEP -


o Pre-correction

o Reteaching

o Group Counseling

o Brief FBA

o Check In – Check Out




Is this student getting what we say we do for all students?

o Explicit teaching of behavioral expectation? o Success?

o Reinforcement for appropriate behavior? o Belonging?

o Non-contingent reinforcement? o 4:1 Positive Interactions?

o Warm, inviting atmosphere? o Social skills curriculum?

o Positive relationship with at least one significant adult?

to what extent do you think adults control student behavior
To what extent do you think adults control student behavior?
  • A great deal
  • About 50/50
  • A little, as a minor factor
  • Not at all
maslow s hierarchy of needs
Maslow's Hierarchy of Needs


Self Esteem



Physical Needs (Food, Shelter)

Say “Hello” everyday.
    • Don’t expect instant results, but stay with it anyway.
  • Talk about something non-academic.
    • 3 minutes 3 time a week.
  • Give an extra responsibility.
    • Show trust when you can.
  • Make home a home visit.
    • Find out more about where this kid lives.
  • Have some fun together.
  • Give more of the real you.
    • Tell your stories - you are the M&M.
  • Make positive parent contacts.
    • Write notes, call, send a postcard.
  • Be the best teacher you can be…
    • Set kids up for success.
  • Smile and Laugh!
at 211 degrees water is hot at 212 degrees it boils
“At 211 degrees, water is hot.At 212 degrees, it boils.

And with boiling water, comes steam.And with steam, you can power a train.”

212 The Extra Degree, by S.L. Parker

contact information
Contact Information

Kathy Helgeson

Southern Oregon ESD