swpbs conference november 14 2013 A Journey from Punitive Consequences to Tiered Interventions Activity On the paper provided make a list of all the consequences youve used that are effective ID: 191888
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Tennessee swpbs conference november 14, 2013
A Journey from Punitive Consequences to Tiered InterventionsSlide2
Activity
On the
paper provided,
make a list of all the consequences you’ve used that are effective.
Be prepared to explain why they are effective
.Slide3
Contact informationLaura Winter
PBIS Coordinator, Region 6NC Department of Public Instruction
l
aura.winter@dpi.nc.gov
919-302-9334Slide4
Exceptional Children Division
Behavior Support & Special Programs
Positive Behavior Intervention & Support InitiativeSlide5
Participant Expectations
Be Responsible
Return promptly from breaks
Be an active participant
Use electronic devices appropriately
Be Respectful
Maintain cell phone etiquette
Listen attentively to others
Limit sidebars and stay on topic
Be Kind
Enter discussions with an open mind
Respond appropriately to others’ ideas
Honor confidentialitySlide6
Attention Signal
Please make note of time limits and watch your clocks!
Trainer
will raise his/her hand.
Finish
your
thought/comment.
Participants
will raise a hand and wait quietly.Slide7
Why are we here?Slide8
Rationale
Punitive systems have become widespread, yet are not exactly a good fit for PBIS schools.
Teachers need support to transition from these systems to tiered systems of interventions and continuums of responses.Slide9
What are Progressive Consequence Systems?
Systems in which a student’s card (or any object) is turned, pulled or moved for a problem behavior and increasing punishments are given at each step
Systems in which a student receives a “strike” or a “tally” for a problem behavior and a punishment is assigned for each notation
Can provide
a quick way to communicate to a student that
an
error
has occurred
Usually provides
a planned response to the
behavior that allows the teacher
to continue with instruction and move forward as quickly as
possible
(
Sprick
, 2007)Slide10
Progressive Consequence Systems and PBIS
There are some significant problems with progressive consequence systems that make it difficult to support them as a practice.
PBIS is designed to be a framework that supports “research-based, best-practices.” Can we say with certainty that these systems are research and evidence based best practices that will work to change behavior over time?Slide11
Issue #1: Consistency is Inconsistent!
It is very difficult for teachers to be absolutely consistent in their own responses to every behavior and for teachers to be consistent with each other. It often results in teachers not moving a card when, according to the rules they should, or to give too severe a penalty for a repeated minor behavior. This dilemma between being overly harsh or overly lenient is confusing for students to know what the expectations actually are.
(
Sprick
, 2007)Slide12
Issue #2: Breach of Confidentiality
Often, students do not feel fairly and respectfully treated by having their challenges publicly displayed and attention called to their mistakes. If we look at this practice from the child’s perspective, we can’t help but wonder how it feels to always have a red or yellow card by your
name. Students
and families are publicly humiliated or embarrassed.
Would we do this with academic behaviors? “Laura, you missed that math problem-go flip your card!”
(
Sprick
, 2007)Slide13
Issue #3: Are We Changing Behavior?
There are rarely truly effective, logical consequences attached to the movement of the clip or card or the assignment of a strike or tally. In some cases, the actual moving of the clip or card is the only consequence to the student’s behavior. We know that behavior doesn’t change simply because a strike is given or a card is flipped.
(
Shindler
, 2008)Slide14
Objectives
Review the components of classroom managementUnderstand the difference between punishments and effective responses
Discuss methods
to collect classroom behavior data that is discrete and maintains
confidentiality
Design a
pyramid of
interventions that include a continuum of
research-based responses at
each
level
Create reinforcement systems that are contingent
upon appropriate
behaviorSlide15
PBIS and Classroom ManagementSlide16
What is Effective Classroom Management?
Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.
In the four domains of
RtI
, over which domain do we have the
least
amount of control?
Instruction Curriculum Environment LearnerSlide17
Six Evidence-Based Practices to Ensure Positive Behavior
It is smart to have a classroom management plan.
Your overall plan should include:
Routines and procedures (structure!)
Classroom expectations (posted and referred to often)
Methods for teaching expectations
Procedures for encouraging positive behavior
Procedures for responding to problem behavior
(
Simonsen
, Fairbanks,
Briesch
, Myers &
Sugai
, 2008)Slide18
Responding to Problem Behavior
Responses vs. PunishmentsSlide19
Responding to Problem Behavior: Re-Thinking Consequences
In traditional discipline, the word
consequence
is often used to describe a punishment.
A consequence is any thing that occurs after a problem behavior has occurred (positive or negative).
Effective consequences, or responses to behavior, are those that result in the problem behavior changing over time.
Ineffective consequences are those that may stop the behavior temporarily, but result in either no change or increase of the problem behavior over time.Slide20
Responding to Problem Behavior:The ABCs
Understanding the purpose of behavior comes from repeated observation of:
A:
Antecedent: stimulus before the
behavior
(prevention)
B:
Behavior: observable and measurable
act
(teaching)
C:
Consequence:
what occurs after the behavior that serves to maintain or increase frequency of
behavior
(response)Slide21
Responding to Problem Behavior: Consequences
C
onsequences are:
The outcome of the behavior
The
responses
of adults and/or peers to the behavior
Responses
that
reinforce behavior lead to repetition of the behavior. Slide22
Responding to Problem Behavior: Consequences
To understand the
c
onsequences of a behavior, observe what happens in the environment immediately after the behavior.
What is the pay-off?
What does the student get?
What does the student avoid?Slide23
Responding to Problem Behavior: Prevention/Teach/Respond
Problem behavior cannot be changed by the responses alone, because those only occur after the problem behavior and the possibility for intervention is reduced.
Effective classroom managers should focus first on strategies designed to prevent and modify behavior before it occurs.
Prevention
through routines and procedures
Replacement through
teaching
expectations
Reinforcement
of desired behavior through positive responses
Effective
,
logical
responses
to problem behaviorsSlide24
Responding to Problem Behavior: General Guidelines
Even with prevention and teaching strategies in place, problem behavior will occur and require an adult response.
The following guidelines ensure that these interventions are effective:
Approach problem behavior as you would a
learning error
Plan your responses to typical problems
in advance
Teach
students what to do differently
Match
level of intensity to the problem behavior.
Consider
context
and student history
Use the
least intrusive
intervention firstSlide25
Responding to Problem Behavior: Logical Consequences
Logical consequences are those that allow students to learn from their mistakes while preserving their dignity.
Goals of logical consequences:
To give children the chance to
regain self-control
To help children
recognize the connection
between their actions and the outcomes of their actions
To allow them to
fix problems
caused by their misbehavior and to make amends
To guide students in
avoiding similar problems
in the future
To
preserve the dignity
of the child and the integrity of the group
To keep children
safe
(
Shindler
, 2008)Slide26
Responding to Problem Behavior: Characteristics of Logical Consequences
RespectfulThe teacher’s words and tone of voice communicate respect for the student.
The focus is on the behavior rather than on the student’s character.
EX. A child pushes another student and the teacher says, “Stop pushing,” rather than, “Stop being a bully.”
Relevant
The consequence is directly related to the problem behavior or actions.
EX. A group of children are working together and spend the time talking about the weekend, rather than working. A logical consequence would be that those students do not work together for the rest of the day.
Realistic
The consequence must be something the students can reasonably do and that the teacher can monitor and manage.
EX. A child writes on a desk, he would be asked to clean that desk.Slide27
What’s the Difference?
Logical
Consequences
Punishment
Teach
Control
Leave the student with a feeling of
control
Leaves
the student feeling helpless
Uses
thinking words
Uses fighting words
Provides choices within
firm limits
Demands compliance
Are given with empathy
Is given with anger
Are tied
to the time and place of the infraction
Is arbitrary
Are similar to what
would happen to an adult in a comparable situation
Is arbitrary
Are never used to get revenge
May be used to get revenge
(“He had it coming”)
Teaches students to take responsibility for their choices
Results in the student focusing on the adult delivering
the punishment rather than on their choices.
(
Shindler
, 2008)Slide28
Reworking Responses to Problem Behavior: Adult Language
When responding to problem behavior, language should be respectful and focused on the behavior, not the student. The three main types are:
Reinforcing Language:
Identifies and affirms specific behaviors that apply to all students (“I see lots of people remembering to push in their chairs before we line up.”)
Reminding Language:
Offers support and information about what to do (“Show me…” or “Think about…” or “What will we need…”)
Redirecting Language :
Clear, non-negotiable statement with instructions (“Use quiet voices,” or, “Hands down until the speaker is done talking.
”)
(Wood, 2013)Slide29
Reworking Responses to Problem Behavior: Contrasting Language
Response
Punishment
Language
Logical
Language
Removal from the group, or time
out
“Go to time out until
you can behave in group appropriately!”
“When you act silly in group, it distracts
me from teaching and others from learning. Would you like to stay with the group or go to the think time area where it is okay to make silly noises? It is your decision.”
Stay in classroom for
lunch
“If you don’t stop goofing around and get your math done, no lunch for you!”
“This is the time we have scheduled
for math. Lunch is the time scheduled to talk to your friends. You can choose to talk now, but the only other time to finish math is at lunch. It is your decision.”
(Wood, 2013)Slide30
Reworking Responses to Problem Behavior: Effective Responses Review
Teach a new behavior and offer the opportunity to practice.
Are used immediately
or closely following problem behavior.
Offer a
range of options
to teachers for classroom interventions.Slide31
Top Three Most Effective Responses to Problem Behavior
Based on a survey of US teachers by the University of Kansas, the top three most effective consequences are:
Positive Practice
Restitution/Time Owed
ReflectionSlide32
Best Redirection Ever
“What are you doing?”“What are you supposed to be doing?”
“Show me you can do that.”Slide33
Activity:Ensuring Effective, Logical Responses to Problem Behavior
Using the list of consequences generated by the people at your table, identify which are “logical.”
Indicate which ones have and which ones have not been effective in
changing
the student’s behavior.Slide34
Least Effective Discipline “Strategies”
Punishment
Exclusion
Counseling
(
Gottfredson
, 1997; Elliott, Hamburg, & Williams, 1998;
Tolan
& Guerra, 1994;
Lipsey
, 1991, 1992)
Why do you think these are the least effective responses?Slide35
Responding to Problem Behavior
ProcessSlide36
Process for Responding to Problem Behavior: School-wide System Must Be Strong
Before we establish a pyramid of interventions in the classroom, the school-wide system to respond to problem behavior must be clear.
The process for responding must be defined, taught, and agreed upon by staff.
Procedures should be included for addressing:
Minor issues
Patterns of minors
Major incidents
Crisis situations
Follow upSlide37
Process for Responding to Problem Behavior: Data Collection
Typically, data collection is done by color coding cards and clips, or by assigning strikes to students.
This type of data is usually publically collected with no real intervention attached.
In order to design effective responses, we must collect accurate, useful data.
This data collection must be done privately, confidentially, and objectively.Slide38
Process for Responding to Problem Behavior: Patterns of Minor Behaviors
Most progressive consequence systems do not have a plan to address patterns of minor behaviors.
These patterns need to be addressed before sending the student to the office.
Minor behaviors remain minor behaviors, regardless of the frequency of occurrence.
Process for seeking assistance needs to be in place and taught to staff.
“That kid is always on red.”Slide39
Process for Responding to Problem Behavior: Sample
Minor Reporting FormSlide40
Activity: Collecting Data
With your
neighbors, or on your own,
brainstorm methods to collect classroom behavior data.
All methods should be confidential and maintain the dignity of the student.Slide41
Responding to Problem Behavior
Pyramids of InterventionsSlide42
Pyramids of Interventions: Definition
In RtI
*/
PBIS, tiered interventions are the key to ensuring that we are meeting the needs of all of the students in our school.
In the classroom, a pyramid of interventions act as a menu of effective responses from which we can choose.
This helps us design supports for children that meet the functional need of the behavior
.
*
RtI
=Responsiveness to InstructionSlide43
Pyramid of Interventions: Classroom Early Stage Responses
Early stage responses should be brief and flow seamlessly into instruction.
In many cases, early intervention is enough and doesn’t require follow up.
Look
: eye contact, a quizzical “you-know-better” facial expression, a stern look
Gesture
: a head shake, thumbs down, finger over lips, sign language for “stop”
Move:
get in closer proximity to the student
Remind
: state individual’s name softly and restate the expectation
Redirect:
eye contact, whispered name, a signal for student to move seat or change tasks
Touch
: firm, but friendly hand on the shoulder meant to calm the child
Remove
: the teacher “pockets” a distracting object or holds it for safekeepingSlide44
Pyramid of Interventions: Early Stage Responses Example:
Kingswood
Elementary, Cary, NC
Strategies That
Have Worked!
Ignore yelling
out and redirect to raise hand
Hold up hand and not make eye
contact until child correctly raises hand; then call on child to reinforce
Post schedule
of activities for the day
Change seats
Limit transitions
Have materials ready
Reminder cards
Behavior charts/logs
Preferential seating
Picture cues
Positive redirection, modeling of expectations
Provide choices
Computer
passes
Talk
time-time to talk to the teacher about anything
Allow student to take a short break
(antiseptic bouncing)
Time out-reflection with teacher
Provide
with scrap paper or sticky notes to jot down things to talk to the teacher about
Stress ballsSlide45
Pyramid of Interventions:
Early Stage Responses Example: Lake Myra Elementary, Wendell, NC
Teach SWIM Matrix
SWIM Practice
Morning Meeting
Character Education
assemblies
Classroom
positive reward
s
ystem
School-Wide
positive
r
eward system
Positive
office
r
eferral
Check
physical
s
pace
Review the
daily schedule
Beginning and
ending
r
outines
Reviewed transitional issues
Attention
signals
Developing and teaching expectations and encouraging expected behavior
Pre-corrects
Parent
contact
Buddy Room
Re-teach
SWIM
100%
of the Students Receive Universal Strategies
4 to 1
positive
to redirect ratio
Non-contingent
attention
Earn
back
in classroom system
What have you done to build relationship?
Student/teacher
conference
Talked to previous teacher
Systematic
study
of SWIS dataSlide46
Pyramid of Interventions: Early Stage Responses Example: Vance Elementary, Raleigh, NCSlide47
Pyramid of Interventions:Early Stage Responses Example:
Burns Middle School, Lawndale, NC
Non-verbal warning
Proximity control
Verbal warning
Pat on the back
Planned ignoring of behavior
Individual/whole group
reteaching
Refer student to SOAR matrix
Phone call to parents
Email parents
Documentation in planner
Preferential seating
Individual student conference
Setting learning goals
Reinforce other students showing desired behavior
Cuing
Think sheet
Restitution
Time out in classroom
Write an apology note
Working lunch
Silent lunch
Consult with EC/ESL teacher
Teacher assigned ASD
Clear routines and procedures
Have extra materials availableSlide48
Pyramid of Interventions: Early Stage Responses Example: Dillard Drive Middle, Raleigh, NC
Tier One Interventions
Conference with student
Verbal warning/redirect
Loss of
privilege
Time away in another class
Student calls or emails parent
Change seating
Time out in classroom
Write
an apology note
Do an alternative assignment
Use social stories
Assign
work to be done during lunch or at home
Restitution-use custodians, too
Conference with student,
parent, administrator and team teachers
Clean up in the classroom
Working lunch
Work with
a peer helperSlide49
Pyramid of Interventions: Early Stage Responses Example:
Garner High School, Garner, NC
Tier One Interventions
Proximity control
Conference with student
Re-teach
expectations
Restitution
Loss of privilege
Parent contact
Self-monitoring
Establish
class routines
Use attention signal
Use pre-corrects
Use reinforcement
system
Model effective communication skillsSlide50
Activity: Early Stage Responses
Using
your expertise, and the expertise of thos
e around you
,
create a list of effective early stage interventions you could use in the classroom
.Slide51
Pyramid of Interventions: Classroom Middle Stage Responses
Middle stage responses are used when early responses do not work, and require prior planning.
Restitution:
Student actively repairs the damage caused.
Physical repair:
Student tries to help repair property or work of a peer.
Verbal repair:
Student uses “I” statements to genuinely apologize for behavior to individuals hurt by the behavior.
Loss of privilege:
A privilege that is not being used responsibly is temporarily removed.
Time owed:
Student completes work or tasks missed due to misbehavior on their own time.
Time out
: The student is separated briefly from the group to reflect and calm down.
Antiseptic Bouncing:
Time out without saying time out.Slide52
Discuss with PLC
Refer to PBS
team
Refer to
Counselor
Behavior
contract
Social
skills classes
Refer for
mentor
Refer to a
dministration
Check in buddy
Goal
setting
s
ystem
Define
acceptable alternative
Seek
possible
p
rofessional
development for staff member
Pyramid of Interventions:
Middle Stage Responses Example:
Lake Myra Elementary, Wendell, NC
20%
of the Students Receive Secondary StrategiesSlide53
Pyramid of Interventions: Middle Stage Responses Example:
Burns Middle, Lawndale, NC
Consult with counselor
Time out
Consult with grade level administrator
Counselor check in
DBR-Daily Behavior Report
Loss of privileges
Parent/Student/Teacher conference
Team/Grade level PLC support
Antiseptic bouncing on team
Written assignment/reflection
Administrator assigned ASD
Consult with social worker
Home visit
Team conference
Escorted transitionsSlide54
Activity: Middle Stage Interventions
Create
a list of effective middle stage interventions that can be used in the classroom.Slide55
Pyramid of Interventions: Late Stage Responses
Late stage responses are used when repeated attempts at early and middle stage responses are ineffective.
These responses need to be planned in collaboration with parents, administrators and other site-based resources.
Each student requiring late stage responses should have a specific individualized behavior plan based on the function of the behavior.
While plan is in place, use de-escalation strategies to avoid further conflict when necessary.Slide56
Pyramid of Interventions:
Late Stage Responses: Choosing Strategies
Strategies need to include changes to the
antecedents
,
behavior
, and
consequences
or outcomes.
A
ntecedents
(what happens immediately before problem behavior)
B
ehavior
(observable and measurable)
C
onsequence
(what happens immediately after the behavior)Slide57
Pyramid of Interventions
:
Late Stage Responses:
Choosing
Strategies
Example
Planned check-ins by teacher
Precorrects for hand raising
Move seat closer to adult
Teach skills to get help, occupy wait times, and tolerate delays
Ignore calling out
Reinforce raising hand
Respond consistently and quickly to appropriate requests and
approximations
If it has been determined that a student calls out in order to obtain adult attention, strategies might include:
A
B
CSlide58
Pyramid of Interventions:
Late Stage Responses:
Choosing Strategies Example
Alter lessons to meet student’s abilities
Start lessons with review
Preview work with student individually
Allow him other ways to participate in lesson to keep engaged
Teach student how to get help, approach challenging material, handle frustration, and accept errors
Reinforce approximations
Contract for breaks
Become tutor for someone else
Positive reinforcement for staying engaged and completing task
If it has been determined that a student puts his head down and/or falls asleep in class to avoid independent written work, strategies might include:Slide59
Individualized behavior chart/contract for student.
This chart or contract is
NOT
part of a Behavior Intervention Plan.
It
IS
a way to support this student through the day.Slide60
Wally’s Stickers for Raising his hand
11 stickers = menu choiceSlide61
Ricky’s Contract
Target Behavior:
Staying on Task
8:45-9:00
9:00-9:15
9:15-10:00
10:00-10:15
10:15-10:30
10:30-11:00
Homework
Total Stars
5
Teacher’s Initials
LMRSlide62
.Slide63Slide64
Refer to SST
Modified Behavior Contract
FBA/BIP
De-escalation of Conflict Strategies
Refer to administration for Central Office Assistance
5%
of the Students Receive Tertiary Strategies
Pyramid of Interventions:
Late Stage Responses Example:
Lake Myra Elementary School, Wendell, NCSlide65
Pyramid of Interventions: Late Stage Responses Example:
Burns Middle, Lawndale, NC
Office Managed and Team Driven:
Functional Behavior Assessment
Behavior Intervention Plan
In-School Suspension
Out-of-School Suspension
Refer to SSMT
Refer to DJJ/SRO/DSS/MH Slide66
Activity: Late Stage Interventions
Develop a
list of late stage interventions that are appropriate for your students and effective in changing behaviors
.Slide67
Responding to Problem Behavior: Review
Consequences and punishment are not the same thing.
Effective responses to problem behavior change behavior over time.
Logical interventions are designed to remedy the problem while maintaining student dignity.
When problem behavior occurs, strive to use the least intrusive intervention possible.
Move up the continuum of responses when necessary.
Create individualized plans for students requiring the most support.Slide68
How Do We S
tart the Process?Slide69
Look at Data
Ask teachers to collect data for a couple of weeks, specifically noting which students were on red (or the worst step) at the end of each day. What patterns are noticeable?
If the current classroom plans are working, in other words, there are few or no behavior problems in the classroom setting, then there is no reason to change.
Turn and talk: What other data could be useful?Slide70
Start the Conversation
Engage in discussion about progressive consequences with the faculty as a whole, or on grade level or department teams.
Are
the systems working?
Do
students feel respected?
Are
students with chronic behavior patterns getting the help they need
?
Turn and talk: Would staff and student surveys help guide this conversation?Slide71
Add to Current Practices
Encourage teachers to add a positive reinforcement system to their classroom practices. Once positive reinforcement is being used with consistency, teachers may find the need for a progressive consequence system diminishes.
Turn and talk: What are the drivers and restrainers for developing classroom reward systems?Slide72
Use School-Based Expertise
Have PLCs* or grade level teams work together to develop a pyramid of interventions for classroom behavior. These
interventions should be focused on helping students learn to change behavior over time
.
Turn and talk: What would be the main difference between the consequences used across grade levels
?
*PLCs=Professional Learning CommunitiesSlide73
Alter Current Practices
If there is strong resistance to stop the use of progressive consequence systems, then work with teachers to consider how to add a component of learning to the progression, and to ensure that respect and dignity is considered for each student.
Turn and talk: How could a teacher quickly alter the current system to add instruction and confidentiality?Slide74
ReviewEffective systems to respond to problem behavior include:
Well-established classroom management systems with clear expectations that are directly taught.
A reinforcement/reward/acknowledgement system that is contingent only on meeting those expectations.
Earned = Kept
A way to collect behavior data that is confidential and protects the dignity of the student.
A pyramid of research-based interventions that exist in a continuum at each level.Slide75
Final Activity
What are some easy changes that could be made in your classroom or in your school?
What barriers to these changes do you foresee?
What support will staff members need?
What data should you collect to move forward?Slide76
Burns Middle School, Cleveland County, NCSlide77Slide78Slide79
Systems: School-wide ExpectationsSlide80
Systems: Specific Setting ExpectationsSlide81
Systems and Practices: Teaching Expectations
81Slide82
Systems: Recognizing Positive Behavior
82Slide83
Practices: Student Recognition
83Slide84
Practices: Staff Recognition
84Slide85
Systems: Responding to Problem Behavior
This is cool!! Slide86
Systems: Data CollectionSlide87
Systems: Tiered Interventions for BehaviorSlide88
Data: OutcomesSlide89
Data: Office Discipline Referrals Multi-year Comparison
404 fewer ODRs =
Approximately 134 instructional hours saved!Slide90
Data: Reduction in Time Out Referrals
347 fewer referrals to Time Out room =
MORE INSTRUCTIONAL TIME! Slide91
Data: OSS Reduction
56 fewer suspensions = More days in school!
***Note: actual suspensions, NOT days!Slide92
ResourcesPBIS in the Classroom
Dropbox Folder: https://
www.dropbox.com/sh/5n9t36m56hkxjrp/vqKSd5CKII
NC PBIS
Wikispace
:
http://pbis.ncdpi.wikispaces.net
NC PBIS Region 6
Wikispace
:
http://
pbisregion6.ncdpi.wikispaces.net