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POSITIVE BEHAVIOUR FOR LEARNING

SCHOOL-WIDE

Tier 1 Foundations

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We all benefit when we work together

“Me mahi tahi tātou

mō te oranga o te katoa”

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Acknowledgements

Professor George Sugai�Centre for Behavioural Education & Research, University of Connecticut

Professor Tim Lewis�Dean for Research & Graduate Studies at the University of Missouri-Columbia

Warren Dawson�State-Wide Co-ordinator,
School-Wide Positive Behaviour Support, Education Queensland

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Intro -

PB4L booster for new staff members

This workshop is for new members of PB4L schools who perhaps did not receive tier 1 training or may need a booster. This is an essential workshop for staff who will be new to PB4L teams. This workshop will cover the 7 essential parts of Tier 1 training, data tools and the main messages of Pb4L.

Ideal attendees: Staff new to PB4L teams with a staff member who is an established part of the schools PB4L team.

Check out our cluster blog for use links etc - http://pb4lcentral.blogspot.co.nz/

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Aims of today...

To gain an overview of the features of the PB4L Framework.

- With a particular focus on Reinforcement systems as this is what the school PB4L team will be discussing with you back at school.

To bring questions, idea and solutions to discuss.

To have an opportunity to reflect on your current school or personal practice

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7 Essential Features of PB4L School Wide | Tier 1

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PB4L – School-Wide Continuum of Knowledge

1 2 3

3 – yes could totally do your jobish

2 – Some idea

1 – PB4...What ?

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GUIDING PRINCIPLES OF PB4L SW

Focus of discipline is on academic, social & emotional success

Is for ALL students, ALL staff, and ALL settings

Emphasises prevention (for social behaviours)

Uses research-validated practices

Is coordinated by a PB4L team

Uses data to guide decisions

Emphasises an instructional �(teaching) approach

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All we do is behave
Behaviour is learned
Behaviour must be observable and measurable
Behaviour tends to be triggered by an ‘event’ around (or in) us
Behaviour is purposeful and depends on the context and the person’s behaviour skill set
Behaviour is controlled (weakened or reinforced) by what happens after it (consequences).
Managing challenging behaviour is often unsuccessful because we try to manage the form (what) of the behaviour rather than its function (why)
We can never directly manage/ control another’s behaviour. We can only influence by .

Adjusting the context
Improving the skill set

8 Essential Behaviour Principles

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Guiding Principles - Summary

Student misbehaviour can be changed (taught).

Environments can be created to change behaviour (instructional context).

Changing environments requires change in adult behaviour (teaching).

Adult behaviour (teaching) must change in a consistent and systematic manner.

Systems of support (effective instructional environments) are necessary for students and adults.

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PB4LSW Team – Principal Support

Team has Principal Support

Team has regular meetings ( at least monthly)

Team has established a clear mission / purpose

BoQ Guide

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TEAM FUNCTION

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Matrix: Are your expectations . .

Observable – a behaviour which can be noted through one of the senses (seen, heard, smelled. . .)

Measurable – a behaviour that can be counted &/or the duration of the behaviour can be timed

Positively Stated – the rule indicates what the child is supposed to do

Clear - Vocabulary correlates with age & ability level

Always Applicable - Consistent across situations

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Don’t Just

Tell Them

What Not

To Do…

…Teach Them

What You

Want Them To Do Instead!

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Teaching Expectations

Explicit Teaching

Telling
Showing
Practicing

Monitoring

Pre correcting
Reminding
Prompting

Re-teach

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Lesson Plans for Teaching Expectations

Behaviour expectations are taught
Lessons include examples and non examples
Lessons use a variety of teaching strategies
Lessons are embedded across the curriculum
Staff and students are involved in development and delivery of behaviour teaching
Strategies to share key features of PB4LSW with whānau/families and community are developed and implemented

BoQ Guide

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Our vocabulary

Encouragement =

Positive Feedback =

Performance feedback =

Acknowledgement =

Reward =

Reinforcement =

Recognition

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Positive Reinforcement

“Positive reinforcement is the condition in which a behaviour has an increased likelihood of occurring in the future if something (object or event) is given or presented after the behaviour occurs.”

Sugai & Horner

This slide just emphasises the key message from the video.

ACTIVITY: Group participants using grouping cards and in their new groups get them to think about:

As adults what are their favourite positive reinforcements/acknowledgements that they use for themselves or others have given to them

e.g. To motivate them to complete school reports,

to give in documents on time – tax returns, dog registration forms,

complete housework,

pay bills on time

To turn up at work each day

To volunteer for activities

Reinforcement is delivery of a consequence that increases the likelihood that a response will occur. Positive reinforcement is the presentation of a stimulus after a response so that the response will occur more often. Negative reinforcement is the removal of a stimulus after a response so that the response will occur more often. In this terminology, positive and negative don’t mean good and bad. Instead,positive means adding a stimulus, and negative means removing a stimulus.

In Applied Behavior Analysis, there are two types of reinforcement and punishment: positive and negative. It can be difficult to distinguish between the four of these. Therefore, the purpose of this blog is to explain the differences in order to help parents and professionals develop appropriate interventions to improve behavior.

Reinforcement

Reinforcement is used to help increase the probability that a specific behavior will occur in the future by delivering a stimulus immediately after a response/behavior is exhibited.

Another way to put it is that positive reinforcement is adding something that will motivate the child (or individual) to increase the likelihood they will engage in that behavior again.

Positive Reinforcement:

Positive reinforcement works by presenting a motivating/reinforcing stimulus to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future.

The following are some examples of positive reinforcement:

A mother gives her son praise (positive stimulus) for doing homework (behavior).

The little boy receives $5.00 (positive stimulus) for every A he earns on his report card (behavior).

A father gives his daughter candy (positive stimulus) for cleaning up toys (behavior).

Negative Reinforcement:

Negative reinforcement occurs when a certain stimulus (usually an aversive stimulus) is removed after a particular behavior is exhibited. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative consequence.

Negative reinforcement should not be thought of as a punishment procedure. With negative reinforcement, you are increasing a behavior, whereas with punishment, you are decreasing a behavior.

The following are some examples of negative reinforcement:

Bob does the dishes (behavior) in order to avoid his mother nagging (negative stimulus).

Natalie can get up from the dinner table (negative stimulus) when she eats 2 bites of her broccoli (behavior).

When thinking about reinforcement, always remember that the end result is to try to increase the behavior, whereas punishment procedures are used to decrease behavior. For positive reinforcement, think of it as adding something positive in order to increase a response. For negative reinforcement, think of it as taking something negative away in order to increase a response.

Punishment

When people hear that punishment procedures are being used, they typically think of an aversive or harmful consequence. This is not always the case as you can see below.

Punishment is a process by which a consequence immediately follows a behavior which decreases the future frequency of that behavior. Like reinforcement, a stimulus can be added (positive punishment) or removed (negative punishment).

There are two types of punishment: positive and negative, and it can be difficult to tell the difference between the two. Below are some examples to help clear up the confusion.

What is Positive Punishment:

Positive punishment works by presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future. The following are some examples of positive punishment:

A child picks his nose during class (behavior) and the teacher reprimands him (negative stimulus) in front of his classmates.

A child grabs a toy from another child (behavior) and is sent to time out (negative stimulus)

What is Negative Punishment:

Negative punishment happens when a certain desired stimulus is removed after a particular undesired behavior is exhibited, resulting in the behavior happening less often in the future. The following are some examples of negative punishment:

For a child that really enjoys a specific class, such as gym or music classes at school, negative punishment can happen if they are removed from that class (desired stimulus) and sent to the principal’s office because they were acting out/misbehaving (behavior).

If a child does not follow directions or acts inappropriately (behavior), he loses a token for good behavior (desired stimulus) that can later be cashed in for a prize.

Siblings get in a fight (behavior) over who gets to go first in a game or who gets to play with a new toy, the parent takes the game/toy away (desired stimulus).

With punishment, always remember that the end result is to try to decrease the undesired behavior. Positive punishment involves adding a negative consequence after an undesired behavior is emitted to decrease future responses. Negative punishment includes taking away a certain desired item after the undesired behavior happens in order to decrease future responses.

It should be noted that research shows that positive consequences are more powerful than negative consequences for improving behavior. Therefore, it is always suggested that these interventions be tried prior to negative consequences. Do you have any experiences with reinforcement or punishment that you would like to share in the comment section below?

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Understanding the theory & avoiding the pitfalls

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The purpose of encouraging behaviours

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“The purpose of school-wide recognition is to acknowledge and show appreciation to students [and staff] who have provided positive demonstrations of the school-wide behavioural expectations.”

(Colvin, 2007)

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Why develop a school-wide reinforcement system?

Increases the likelihood that desired behaviours will be repeated
Focuses staff and student attention on desired behaviours
Fosters a positive school climate and consistency
Reduces the need for time spent correcting student problem behaviours

Evidence suggests that traditional ‘punishment’ practices, exacerbate & contribute to the problem of challenging behaviour

Acknowledgements:

Reinforce the teaching of new behaviours
Harness the influence of kids who are showing positive behaviours to encourage the kids who are not
Strengthen positive behaviours that can compete with problem behaviour
Prompt adults to recognise behaviour
Encourage school-wide behaviours to be displayed in the future
Improve the school climate
Create positive interactions and rapport with students
Overall, earn time back to teach and keep kids in the classroom where they can learn!

Every time any adult interacts with any student, it is an instructional moment!

So in our schools, whereever the students are. . . in the classroom, at the school gate, on the field, walking from point A to B …

THEY ARE ABLE TO EARN A SCHOOLWIDE REINFORCER

This fosters a positive school climate & puts staff & student attention on the desired behaviours.

Some adults say → all we need to do is make sure there are NO PROBLEMS out there

= this is very poor practice

= if you were to do this academically you would be known as a very poor teacher

IT’S THE SAME SOCIALLY

Being on duty, you aren’t just making sure there aren’t any problems. It’s getting out & making sure that:

→ learning is occurring

→ social skills are increasing &

→ you’re giving reinforcement for the positive behaviours that you see.

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Research on the use of school acknowledgements

More positive reinforcement for appropriate school behaviour is needed.
Some students need very clear, salient, formal reward systems.
Formal reward systems enhance a school’s cultural competence.
Formal reward systems help students who have been abused or neglected.
The consequences of punishment and exclusion are trivialised.
Reinforcement can reduce problem behaviour.

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(Tobin, Horner, & Sugai, 2002)

More Positive Reinforcement for Appropriate School behaviour Is Needed

Too little natural positive reinforcement is available in schools to students for appropriate behaviour. “For many difficult-to-teach children, the usual rewards available in the classroom environment, such as grades and teacher praise, are insufficient to maintain appropriate behaviour” (Rathvon, 1999, p. 41). Rewards that are positively reinforcing should be used to a greater extent in educational settings, especially for students with or at risk for behavioural disorders, and should be based on functional assessments and person-centered planning (Artesani & Mallar, 1998) and include plans for fading, transfer of training, and generalization (Horner, Dunlap, & Koegel, 1988). Many examples of successful use of positive reinforcement to help children learn and use skills that enhanced the quality of their lives are given by Piazza, Fisher, Roane, & Hilker (1999).

Some Students Need Very Clear, Salient, Formal Reward Systems

Although many students may adapt well to school without any special rewards, finding the natural rewards sufficient, other students may not recognise or be able to access or understand ordinary school rewards.

Formal Reward Systems Enhance a School’s Cultural Competence

Without formal reward systems, schools may fail to create successful outcomes for some students from diverse “minority” ethnic backgrounds. Using a formal system of explicit rewards can be useful in clarifying expressions, words, and affect from the dominant culture that teachers intend to convey positive messages but which are inadequate in classrooms serving students with diverse backgrounds.

Formal Reward Systems Help Students Who Have Been Abused or Neglected

Students who comes from dysfunctional homes are likely to bring to school extra needs for clear rewards for appropriate behaviour. These children may have learning histories from parent-child interactions (Snyder & Patterson, 1988) at an early age that make it difficult for them to understand subtle words of praise or to benefit from reinforcers. For example, adults may have promised to give them rewards or to come visit them when they are in out-of-home placements and then failed to keep their promises. These students often have learning histories involving abuse, neglect, or difficulties with perception that prevent them from recognizing subtle reinforcers (e.g., smiles, praise) as signaling positive rather than dangerous events (Burrell, Wood, Pikes, & Holliday, 2001). Rewards need to be clearly explained and made salient for such students.

The Consequences of Punishment and Exclusion Are Trivialized

An exclusive focus on intrinsic motivation to the exclusion of rewards can trivialize the difference between punishment as a method of control and positive reinforcement. Rejecting the use of non-aversive methods of behaviour support is not likely to mean students will be free to engage in “intrinsically motivating” activities. On the contrary, it is likely to result in the use of aversive methods of control (Maag, 2001; Morgan, Loosly, & Striefel, 1997; Repp & Singh, 1990; Tobin & Sugai, 1993).

Reinforcement Can Reduce Problem behaviour

Research on intrinsic motivation has focused on wholesome recreational activities and academic or vocational tasks. Interventions to reduce problem behaviours generally have been ignored by theorists or researchers in the field of intrinsic motivation. Perhaps this is because, in the past, increasing wholesome behaviours was often thought of as distinct from decreasing problem behaviours. Today, positive interventions are designed to decrease problem behaviours by teaching and/or increasing fluency with appropriate alternative behaviours that can more effectively and efficiently lead to the consequence that is used to maintain the problem behaviour (Condon & Tobin, 2002; O’Neill et al., 1997; Sugai, Lewis-Palmer, & Hagan, 1998; Tobin & Martin, 2001). The use of rewards and/or positive reinforcement recently has been reported as an important part of multi-component interventions that reduce adolescent substance abuse (Kaminer, 2000) and other serious antisocial behaviours such as extreme verbal abuse and physical aggression (Myaard, Crawford, Jackson, & Alessi, (2000).

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Why use acknowledgements?

Over 30 years of research found that most teachers fall into patterns where they are giving more attention to misbehaviour than positive behaviour.

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Rationale

To learn, humans require regular and frequent feedback on their actions.

Humans experience frequent feedback from others, self, and the environment:

Planned and unplanned
Desirable and undesirable

Without formal feedback to encourage desired behaviour,

other forms of feedback shape undesired behaviours.

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The quickest way to change behaviour is to…

Point out what they are doing right!

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Recognition

“We have known for a long time that the need for recognition is fundamental to optimum human performance. On a neuro-chemical level, praise is usually accompanied by the release of dopamine, a transmitter associated with pleasure and well-being. That is why it feels good physically. On a social level, it fills the uniquely human need to serve, to be of value, to matter.”

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(Edward Halliwell, 2011)

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Purpose of encouraging positive behavoiurs

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“When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.”

Davis, 2007

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Vicious cycle of reinforcing misbehaviour

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Student misbehaves

Adult “pays attention” & misbehaviour stops

Student is reinforced & soon demonstrates misbehaviour again

Adult reprimands student & behaviour stops (adult reinforced)

Student is reinforced

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Plan for acknowledgement systems

A formal plan for increasing the amount of positive interactions all adults have with students in the school

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4:1 ratio minimum

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Continuum of acknowledgments

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Non-verbal

Verbal

Tangible

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Extrinsic vs Intrinsic Motivation

Intrinsic motivation: doing something because it is inherently interesting or enjoyable.
Extrinsic motivation: doing something because it leads to an external reward (ie praise, reinforcer).

Can’t always rely on intrinsic motivation to foster learning

Not all tasks are inherently interesting or enjoyable and must be, at least initially, extrinsically motivated.

People are intrinsically motivated for some activities and not others, and not everyone is intrinsically motivated for any particular task.

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Main messages

Rewards / acknowledgements are a core feature of building a positive school culture.

Rewards make a difference:

Initial behaviour change
Sustained behaviour change (Doolittle, 2006)

Rewards can be used effectively in all school contexts.

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WHAT to encourage

Students (and staff) meeting expectations from your school-wide matrix

Reinforce the desired behaviour

(at an individual, whole class &

school-wide level)

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HOW – Use Positive Feedback

Contingently – only when students

demonstrate the desired behaviour

Immediately – best when it closely follows the behaviour, allowing for a clear connection between the behaviour and the feedback

Frequently - when trying to build a new behaviour

Intermittently - once the skill or behaviour has been learned, to maintain the behaviour

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Here are some final considerations to make positive feedback effective;

Contingently. Since students “earn” positive feedback and consequences, it is provided only when they have demonstrated the desired behaviour.

Immediately. Positive feedback is best when it follows closely to the behaviour so that students can connect what they did with the feedback they are receiving. The younger the student, the more important this is.

Frequently when trying to build a new behaviour. When students are learning new skills, provide feedback on a continuous schedule. This means that every time the student displays the desired behaviour, they receive positive feedback.

Unpredictably or Intermittently to maintain behaviour. Once the skill or behaviour has been learned, you can shift to use of general praise and occasional use of positive feedback. This intermittent use of positive feedback helps to maintain the behaviour. We must be careful not to omit all positive feedback, as students may not sustain the skills that they have learned.

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How to give positive feedback

Give positive verbal feedback that is:

Clear and specific
Age appropriate
Non-comparative (genuine)

Remember the importance of:

Tone
Volume (respect privacy of

students)

Verbal language
Body language
Authenticity
Cultural practices

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Effective school-wide continuum of reinforcement

Level one = Free and Frequent

(e.g., Gotchas for being on time - weekly prizes)�

Level two = Moderate and Intermittent

(e.g., student of the month – on time)�

Level three = Significant and Infrequent (e.g., end of year party for perfect record)

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High rates of achievement

Aim High:

Weekly prizes = 80% of students (Level 1)
Students of the month = 75% of students (Level 2)
End of year party = 75% of students (Level 3)
All Students should receive each level

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Systems supporting staff

Every adult must be trained in the school-wide recognition plan to ensure consistency of implementation

Management
Teachers
Support staff

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Systems for adults

Give performance feedback to staff
Ensure relievers are inducted into the use of your recognition systems
Consult and include your parents and community when developing and delivering the acknowledgement system
Provide staff development on encouragements:

Where? When?
What? How?
Who?�

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Reward staff behaviour

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Staff recognition lunch

Staff acknowledging each other

Staff celebrations

Share data with staff

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Activity 2 (15 minutes)

Communication of Your Encouragement Systems

Using the example CSPT provided as a guide, with your team, choose ..
One acknowledgement strategy already operating in your school, and a potential new one developed in Activity 1, and complete the blank template (horizontally) for these items

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Data for decision making

Use in conjunction with your Big 5 data reports.

Work towards a ratio of at least 4:1 positives to correctives.

Publish your positive data.

(e.g., number of gotchas, number of students qualifying for Gold awards, end of year party)

Monitor regularly through your classroom, department/syndicate, & school-wide systems.

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Wesley Examples:

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Summary

Rewards are effective when

Tied to specific behaviours
Delivered soon after the behaviour
Age appropriate (actually valued by the student)
Delivered frequently
Gradually faded away

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Discouraging inappropriate behaviour

Incident response process described in narrative or graphic form

Incident response process includes documentation procedures

Discipline referral form includes information used for decision making

Problem behaviours are defined

Major / Minor behaviours are clearly defined

Suggested menu of appropriate responses to major behaviour is provided

BoQ Guide

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Continuum of procedures for discouraging inappropriate behaviours

Less disruptive Most severe

Staff-managed Management/office

(Minor) (Major & Crisis)

Continuum

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“The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student”

(Alberto & Troutman, 2012).

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Consider this…

What strategies do you currently use when addressing undesirable behaviour?

Restorative chat?

1:1?

Even when we have clearly defined rules and routines and give high rates of positive feedback we know some students will still demonstrate inappropriate or undesirable behaviour.

When misbehaviour happens, correcting students is not bad or wrong- in fact, consistently responding to inappropriate behaviour is essential. Correctives are a problem only if they exceed the rate of positives.

“Unfortunately, most of the practical techniques used by teachers to respond to acting-out children are only of limited effectiveness and some, such as reprimands, arguing, and escalated hostile interactions, can actually strengthen the behaviors they are intended to suppress or terminate.”

Hill Walker, 1995

The Acting-Out Child: Coping With Classroom Disruption

The teacher who yells or berates is, in effect, saying to the student this is how an adult reacts and copes with undesirable behaviours in an environment (Alberto & Troutman, 2012). This is not the model we want to provide for students.

This addresses the concern that teachers who do not have an instructional view of discipline typically provide more attention for inappropriate behaviour than appropriate. We know that is ineffective. Although we must address minor misbehaviour, we must also remember that one of the main ingredients of a positive classroom environment is attending to appropriate behaviour four times more than we attend to student misbehaviour. If we don’t keep that 4:1 ratio in mind, we can find ourselves in a vicious cycle of ‘nagging’ and correcting all day. Remember, we get the behaviour we give attention to.

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Managing Minor Behaviours: Non-Examples

“How many times do I have to tell you to work quietly?”
“Didn’t I just tell you to get your work done?”
“Why are you talking when I’m talking?”
“Do you want me to send you to the office?”
“What’s going to happen if I call your mother?”
“What do you think you’re doing?”
“Don’t you think you should be using your time better?”
“Quit it right now”

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Here are some examples of ineffective ways to respond to minor problematic behaviour. You could discuss why these are ineffective….

How often have we heard or used these types of statements? . . .

Although meant to deter inappropriate behaviour these types of statements are often very reinforcing to students… why do you think? (answer: gives adult attention)

Questioning students about their behaviour is ineffective. You don’t want an answer, you want compliance. Questioning gives attention to the inappropriate behaviour.

Our goal instead is to increase the likelihood of appropriate behaviour. We do this by teaching and acknowledging what we want students to do instead…and on occasion by providing consistent, respectful responses to misbehaviour.

(Newcomer, 2008)

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Consequences: Basic Understandings

Consequences are not punitive
Consistency, not size is important
Consequences should be selected individually
Logical consequences are often more effective

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Consequences are not punitive--Consequences paired with teaching of the alternative or desirable behaviour can heighten behaviour change. Effective consequences result in greater learning and often involve learning tasks or opportunities directly related to the inappropriate behaviour. In this manner, they are similar to what we do when students are not making academic progress. We find additional practice or activities to help them learn and grow. Role-play or practice, reflecting on the behaviour and the alternative, arranging a situation for the student to demonstrate the skill, and making amends for behaviour that impacted others are all wonderful learning-based consequences. Effective consequences maintain student dignity and invite the student to take responsibility for his/her behaviour and be a part of the solution. Even though consequences can be educational, they are also mildly aversive. That is they require effort and should leave little incentive to repeat the inappropriate behaviour. They need not be merely punitive.

Consistency, not size is important - It is not the size of the consequence that promotes behaviour change, but the certainty that something will be done. This is a common misunderstanding as educators often look for a bigger consequence–that big one that will stop the behaviour. It is not, however the severity of the consequence but the inevitability that a response will occur that promotes change.

Consequences should be selected individually - Consequences are best when they are selected to fit the individual child, the specific behaviour and setting, the frequency, and the severity of the behaviour. What fits one may not fit another. The best consequences are selected to match the individual learner’s needs.

Logical consequences are often more effective - A logical consequence is one that is a logical outcome of the student’s behaviour, allowing the behaviour and consequence to be easily linked in the student’s mind. These consequences are often the result of situational contingencies (e.g., since you did not finish your work in class you will have homework; since we did not transition from one activity to another quickly, we will be delayed in getting our work done and will be late to _____; since you were running in the hall you will need to return and walk; since you offended Ms. Jones, you will need to find a way to re-build the relationship, etc.) Developing a menu or continuum of consequences specific to each non-classroom area or for each classroom procedure will help you to avoid generic or illogical consequences such as the removal of interval or detentions, which tend to be overused in many schools, while allowing you to use instructionally relevant and logical consequences.

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Consequences for Problem Behaviour should be:

logical
fair
educational
consistently applied
planned and students are informed

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Corrective consequences should:

increase the probability that a student will do the right thing next time

decrease the probability that a student will do the wrong thing next time

The difference between a punitive consequence and a corrective consequence is that a corrective consequence teaches a new way to behave.

Corrective consequences need to be:

planned- agreed to and understood in advance
logical- make sense based on the behaviour
fair
age/ developmentally appropriate
clear
consistently applied
implemented as soon after the behaviour as is possible
educational - provide specific feedback and feed-forward to the student.
Teach a new way to behave.
task-oriented not time-oriented
implemented unemotionally, without a long, moralising lecture
enforceable (whole class complete silence until lunchtime is usually doomed to fail)

If taking a restorative approach the consequence may be focussed on the student “making good” and reflecting on the impact of their behaviour on others.

Remember that teaching helps you do something, consequences help you do it again. However, if we want to reduce the likelihood of problem behaviour occurring in the first place we need to put most of our energy towards creating an environment that is positive and preventative- reducing the need for corrective responses to behaviour.

Positive (min 4:1 ratio)
Behaviour expectations are clear
Instruction is effective and engaging
Students have maximum opportunity to respond in class
Students receive frequent, timely, focussed feedback
Teachers are warm and sincere and work to form positive relationships with students

Being assertive and demonstrating whanaungatanga and manaakitanga are important features of teaching (Macfarlane, 2004)

�

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Responding to Minor Problem Behaviour General Considerations:

To effectively correct a social learning error staff

should respond in a way that is:

Calm
Immediate
Consistent
Specific, yet brief
Quiet, respectful contact with the student

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A calm immediate response. The disruptive influence of the teacher’s response should be no greater than the disruption of the student. Angry responses by staff create tension & increase the likelihood of disobedience and disruptive behaviour. If a teacher is visibly upset with a student’s misbehaviour, this is likely to lead other students off-task. They will focus on the far more dramatic exchange between the teacher & the misbehaving student rather than instruction. A calm immediate response has a positive effect. Use a professional & composed voice tone & volume. Immediate means… as soon after the misbehaviour as possible.

Consistency. Misbehaviour occurs in all school settings and therefore, all staff need to respond reliably. When we consistently uphold our expectations, limit-testing behaviour is diminished and fewer incidents of correction need to occur. It is less important what the response is, than that something is consistently done when student behaviour does not reflect the standard. Consistency is the key to changing behaviour. This means… if a teacher chooses to correct a particular misbehaviour, the correction should occur routinely among all students each time the same misbehaviour is demonstrated. For example, if we correct one student for calling-out without raising a hand to speak, but respond to other students when they call-out this is inconsistent and unfair. It creates confusion for students about which rules really apply, to whom & when.

Specific, yet brief. Specific descriptions of the behaviour and expectations help students to know exactly what is expected. With specific descriptions, you are using the inappropriate behaviour as an incidental teaching opportunity. While specificity is essential to change behaviour, brevity is also important. Lectures often turn into scolding and do not hold the child’s attention. Be short and concise, and then disengage quickly. When misbehaviour occurs, our attempt to correct the problem should not make the situation worse. We should avoid talking too much. Instead, make the correction by telling the child what to do instead, then walk away. Assume the child will comply. Don’t wait for the situation to escalate into a power struggle.

Quiet, respectful contact with the student. First, make quiet contact with the student, securing their attention. Talk with them in close proximity to ensure privacy and respect. Use their name, pleasant voice tone, and eye contact to covey your interest in them personally and your desire to help them to be successful. A private, quiet, personal contact will help with compliance as well as relationships. Behaviour corrections should never involve belittlement or ridicule of a student. Instead, the most effective corrections are matter of fact, specific statements that tell what the misbehaviour was and what the student should do instead.

Refocus class if needed. If the inappropriate behaviour will require a bit of time, refocus the attention of the class to allow you to deal privately with the student. Most correction strategies can be handled within the classroom or setting, just as you would correct academic behaviour. Your intent, demeanor, and voice tone do not differ from academic correction and the interaction should be able to occur within the classroom while still maintaining respect for the student and the learning of the entire class.

(Sprick, Knight, Reinke & McKale, 2006, p. 55-56.)

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When you hear teacher’s signal, begin transition in 3-5 seconds
Put materials away quickly and get what is needed for next activity
Move quietly and quickly
Keep hands and feet to self
When ready (new materials, new location), give teacher your full attention

Example: ‘How to Transition’

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Go back to seat and do again until you reach criterion
Re-teach procedure with class; practice several times
Delayed start to activity and related outcomes (less time for work in class = homework, delay in getting out to recess, lunch, etc.)
Individual re-teaching or conference
Role-play/practice at selected time
Group or individual instruction just prior to next transition
Behaviour plan or mediation essay
Reflection checklist
Self-monitoring

Menu of Consequences: Classroom Transitions

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Logical vs Illogical Strategies

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Establish a Continuum of Strategies

Actions to minimise the problem behaviour before it gets out of hand and requires more extensive intervention:

Physical Proximity
Signal or Non-Verbal Cue
Ignore/ Attend/ Praise

Unobtrusive • Carried out quickly during instruction

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Introduce these simple strategies used by many teachers to respond swiftly to minor problem behaviour (see booklet for detail pages 90-92).

Proximity Control

The strategic placement/movement by the teacher in order to encourage positive behaviour. The teacher is a source of protection and strength, helping the student to control impulses.

Signal or Non-verbal Cue

Non-verbal techniques such as sustained eye contact, hand gestures, a handclap, finger snap, clearing one’s throat, etc. suggesting that the teacher is aware of the behaviour and prepared to intervene if it continues.

Ignore/Attend/Praise

Uses the power of praise or positive feedback. The teacher praises an appropriately behaving student in the proximity of the inappropriately behaving student. The praise serves as a prompt. When the student exhibits the desired behaviour, attention and praise are then provided.

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Establish a Continuum of Strategies

A continuum of direct error correction strategies for inappropriate behaviours that continue, or do not respond to simple management techniques.

Prompt
Re-direct
Re-teach
Provide Choice
Student Conference

Done privately • Match to frequency & severity of behaviour

• Increase rates of teaching & praise

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If the simple techniques discussed earlier do not result in the desired change in behaviour, more direct teaching approaches can be used. While there are many strategies for dealing with problem behaviour, the following four strategies provide a full yet doable continuum of instructionally-based approaches.

A teacher is more likely & better able to provide effective feedback (calm, consistent, brief, immediate & respectful) if a clear continuum of response strategies is identified & implemented. Students will also benefit from knowing – in advance – what the teacher’s response will be if problem behaviour is demonstrated.

Re-Direct

Brief, clear, private verbal reminder of the expected behaviour. A re-statement of school-wide and non-classroom behaviour, or classroom procedure.

Re-teach

Builds on the re-direct by specifically instructing the student on exactly what should be done.

Tips for re-teaching rules = ask students—not just recite but come up with examples and non-examples & embed into curriculum

Provide Choice

Can be used when a re-direct or re-teaching have not worked. A statement of two lternatives–the preferred or desired behaviour or a less preferred choice.

Student Conference

Lengthier re-teaching or problem solving. Discusses the behaviour of concern, teaches the desired behaviour, provides reasons why it is important, and a plan is made for future use.

A review of research provides this continuum of strategies as effective for responding to or correcting student misbehaviour.

First, when misbehaviour occurs, provide students with a Prompt. Prompts are typically visual but can also be verbal. A prompt is a signal that alerts the child a misbehaviour has occurred and helps him/her to comply with expected behaviour. Prompts can be as simple as pointing to a posted expectation or giving a verbal cue to that expectation. Other examples include finger to lips indicating quiet, raised hand to decrease blurt outs, an open palm to show stop/ slow down and pointing out where students should go. Prompts can be provided whole group or individually.

Next, correction of a misbehaviour can come from a Redirect. Redirect means the teacher specifically states the matrix behaviour the child is supposed to exhibit.

“Remember, being respectful means raising a hand and waiting to be called on.” or

“In this class, part of being responsible is to follow directions and do your work.”

A third in-class option is to Re-teach. Re-teach means state and demonstrate the appropriate behaviour. Re-teach goes beyond a re-direct because it gives the student an opportunity to hear and then show the appropriate behaviour with immediate feedback from the teacher.

Next Providing Choice is frequently an effective strategy for managing inappropriate behaviour. Choice can address location, order of completion, type of tool or variety in activity. For example, the teacher can provide choices to complete the task in another location,

Error Correction is sometimes best addressed by Conferencing with a student. Just as we do with an academic error, our goal in responding to a social or behaviour error is to teach students what we want them to do instead.

When students make a learning error on an academic task we don’t scold or berate them. We give encouragement, show where the error was made, tell how to make a correction, give opportunities for practice and then provide immediate feedback. Same things need to happen when responding to behavioural errors.

Planned Ignoring, Response Cost, & Time-Out from Reinforcement will be covered next . . . Remember apply the least aversive strategy from the continuum first.

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“Well Timmy, it looks like you’ve just earned yourself

5 minutes time-out with Mr Whiskers”

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Consistency

When teachers are inconsistent in their enforcement of expectations, students become uncertain about what those expectations are and whether the expectations apply to them.

(Evertson, Emmer & Worsham, 2003)�

Teachers should focus on increasing positive behaviour and interactions by consistently responding.

(Shores, Gunter & Jack, 1993)

“It’s not the severity of your consequences that will make them effective … It’s the certainty.”

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Developing your continuum: Six steps

Name and define each problem behaviour.
Agree on which problem behaviours are “major” and which are “minor”.
Develop a range of responses to minor misbehaviours, and review the school’s responses for major misbehaviours.
Develop a continuum that includes defined major and minor misbehaviours and agreed responses for both.
Establish effective systems for collecting and collating data on inappropriate behaviour.
Provide staff professional development on using the continuum.

We do this so that occurrences of each behaviour are consistently identifiable. Many schools find it helpful to also draft an example of each behaviour.
“Major” misbehaviours are addressed outside the classroom by management, senior teachers, and so on; “Minor” are addressed in the classroom by the teacher. (And of course, the “classroom” could be the school grounds or a laboratory etc.)
The responses to minor misbehaviours focus on reteaching the expected behaviours. The responses to major misbehaviours involve more formal interactions and consequences; chances are they will already have been established by the school.
As with the other essential components, you will seek feedback on, and disseminate the continuum.
Note that in the workbook, although this step is part of the 6^th essential component, it’s discussed in chapter 7 along with other content on using data to review progress.

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Data...Data...Data

The effective use of data underpins the PB4L SW Framework.

In this context data falls into two categories:

Data gathered in school in relation to behaviour and used to make decision about teaching, reinforcements, consequences.

Data gathered to monitor and evaluate the PB4L SW systems and procedures e.g SET, TIC, BoQ

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Main ideas

Data helps us ask the right questions.

Use data to

- Identify problems

- Refine problems

- Define the questions that lead to solutions.

The process a team uses to problem solve is important.

The quality of decision-making depends most on initially defining the problem to be solved (with precision & clarity)

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Solvable problem statements:�what are the data we need for a decision?

Solvable problem statements include information about the

5 core “W” questions:

What is the problem, and how often is it happening?
Where is it happening?
When is the problem occurring?
Who is engaged in the behaviour?
Why is the problem sustaining

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Primary vs precision statements

Primary Statements

There is too much fighting
There are too many incidents
May has more suspensions than last year
Gang behaviour is increasing
Student disrespect is out of control

Precision Statements

There are more ‘major’ incidents for physical aggression on the playground than last year. These are most likely to occur during interval, with a large number of students, and the aggression is related to getting access to the new playground equipment.

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Is there a problem?

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Activity

Using data to guide decisions

Once we have gathered data in school relating to the big 5 how is this then used to help with problem solving?

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Example of data sheet

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Monitoring and evaluation

BoQ Guide

- Data system is used to collect and analyse major incident/ODR data

- Additional data are collected (attendance, academic assessment, student surveys) and used by PB4LSW team.

- Data is shared with team and staff at least monthly.

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Useful Links

PB4L Central Cluster blog:

We set up the blog as a landing page for the central and south cluster meetings. The updated PB4L central blog is a great place to review what other schools have been doing along their PB4L journey- http://pb4lcentral.blogspot.co.nz/

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Useful Links

2. Northern Region PB4L website:

Book into workshops (Primary and Intermediate Schools)
Give feedback about training you have attended
Post messages on our discussion boards
Email your School wide practitioner
Look at examples of products from others schools
Gain access to materials to support your school’s implementation of PB4L

https://sites.google.com/site/northernregionpb4l/

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Ka kite…