Module 6

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Positive Classroom Practices: Prompting and Supervising Social, Emotional, Behavioral (SEB) and Academic Skills

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Positive Classroom Practices

Summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms. 

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Center on PBIS. (2022). Supporting and responding to student’s social, emotional, and behavioral needs: Evidence-based practices for educators (Version 2.0). Center on PBIS, University of Oregon. www.pbis.org.

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Supporting and Responding to Students’ SEB Needs 

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Practices to Create

Positive Teaching and Learning Environments

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Provide Specific Feedback

Consider Other Response Strategies

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Let’s focus on Prompting and Supervising Social, Emotional, Behavioral (SEB) and Academic Skills

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Provide Specific Feedback

Consider Other Response Strategies

Prompting and Supervising SEB and Academic Skills: �Critical Features

1. Remind students of key SEB skills before skills are expected (e.g., start of activity) to increase the likelihood that students use skills in the appropriate context.
2. Teach and emphasize self-managed prompts.
3. Actively monitor (check for understanding) and supervise (move, scan, interact proximity) during all routines
4. Provide individualized prompts to support students with intensive needs.

Remind students of key SEB skills before skills are expected (e.g., start of activity) to increase the likelihood that students use skills in the appropriate context.

• This means offer students prompts and precorrections
• A prompt can be verbal (i.e., using words), gestural (e.g., using a hand signal), or visual (e.g., pointing to a posted sign)
• These precorrections can encourage students to engage in expected behavior from the start rather than correcting behavior that occurs in contrast to expectations

Teach and emphasize self-managed prompts.

• If a student needs a lot of reminders about expectations and/or the schedule, consider using a visual schedule and teaching students to manage its use with a lot of supervision initially and gradually fading support

Actively monitor (check for understanding) and supervise (move, scan, interact proximity) during all routines

Prompt SEB and academic skills, provide timely specific feedback and quickly redirect contextually inappropriate behaviors (or incorrect academic responses) to behaviors/skills that are appropriate for current context (or correct).

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Think of the classroom (or other school space) as four quadrants. Aim to be in each quadrant equitably. This ensures active supervision.

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Provide individualized prompts to support students with intensive needs.

Individualized prompts can target a specific student’s needs and be referenced non-verbally by pointing once it has been taught.

�If the prompt is visible throughout the day (e.g., on the student’s desk), it can serve as a visual prompt and precorrection during challenging academic periods or activities.

Prompting and Supervising SEB and Academic Skills: �ACTIVITY

• Reflect on how you currently prompt and supervise SEB expectations in class.
• Consider ways you might prompt classroom expectations. What could you add to your classroom? Some examples include:
• Make a poster of class agreements to hang up
• Create a visual schedule of routines to teach students to use
• Teach and reinforce a gestural prompt (e.g., quiet signal) for times of the day that present the most challenging behavior
• Implement your plan or idea!

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Thank you!

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Please contact Lindsay Fallon, Ph.D. (lindsay.fallon@umb.edu) with any questions.

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Created by Lindsay Fallon, Adam Feinberg, Julia Kausel, Diana Laenen, Andrea Molina Palacios & Emily Romero

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April 2023