Behavior Management in Specific Settings Applying Schoolwide Expectations
Behavior Management in Specific Settings Applying School-wide Expectations and Interventions – Revised from PBIS training developed by Flint Simonsen, Ph. D.
Purpose • Be familiar with the unique features of specific settings • Understand both management, systems, and features of specific settings • Be able to apply the general process for designing specific setting interventions
Specific Settings • Particular times or places where supervision is emphasized: – – – Cafeteria Hallways Playgrounds Buses and bus loading zones Bathrooms
Activity • Take 5 minutes • Work as a team – Green dot records – Red dot facilitates • • Pick a problematic setting Identify features of the problem Identify possible solutions Save electronically and share with your team for a later activity
Classroom and Specific Settings • Classroom – Teacher-directed – Instructionally focused – Small number of predictable students • Specific Settings – Student focused – Socially focused – Large number of unpredictable students
The Problem is the Setting Not the Students When: • More than 35% of referrals come from specific settings • More than 15% of students who receive a referral are referred from specific settings • We get the behavior that we allow!
Management Features • • Physical/environmental arrangements Routines and expectations Staff behavior Student behavior
Management Practices 1. Modify physical environment – Supervise areas – Clear traffic patterns – Give appropriate access to and exit from school grounds 2. Teach routines and behavioral expectations – Teach matrix – Reinforce common rule (e. g. , lining up, cafeteria)
3. Precorrect appropriate behavior before problem context 4. Provide active, proactive, and consistent supervision – Move, scan, interact 5. Acknowledge appropriate behavior 6. Schedule student movement/transitions to prevent crowds and waiting time
Systems Features • School-wide implementation – All staff • Direct teaching first day and week – Keep it simple, easy, and doable • Regular review, practice, and positive reinforcement
• Team-based identification, implementation, and evaluation – Do not develop an intervention without identifying why a problem keeps happening • Data-based decision-making – Collect and report outcome information – Provide staff feedback and training
General Process • Identify a problem • Confirm magnitude of issue – Conduct a staff meeting – Analyze location-specific data • Collect additional data (if needed) • Determine why problem is maintained
• Design intervention – – Focus on prevention Provide direct instruction Systematize consequences for problem behavior Utilize available resources • Monitor and report effects – Assess change in student behavior – Assess if faculty note a change – Report results to faculty
Hallway Noise • Middle school with 3 lunch periods • Problem behaviors during hallway transitions included loud talking, swearing, banging on walls • Teacher-identified problem (brought to team) • Current solutions ineffective: – “Quiet Zone” – Hall monitor – Reprimand detention - Kartub, Taylor-Greene, March & Horner (2000)
Hallway Noise Intervention • Teach the concept, “quiet” in a 10 -minute skit • Make “quiet hall times” visibly different (e. g. , changed light) • Reward quiet behavior (e. g. , 5 minutes extended lunch) • Measure and report (hall monitor) – Decibel reader • Continue to correct errors (consequence)
Recess • • • K-5 th grade, 525+ students 3 recess periods per day Inconsistent outdoor/indoor routines Many supervisors, many rules High rates of referrals for physical contact (rough housing turned into fighting) • Lack of communication between staff • Large space lacking natural boundaries
Recess Solutions • K-5 th grade, 525+ students • 4 recess periods per day – Divided lunch recess into more periods • Outdoor Routines – retrain paras and have frequent meetings • Many supervisors, few-consistent rules • Reduced rate of referrals for aggression at lunch • Frequent communication between staff and two main staff identified as lead • Playground is divided into natural areas with a supervisor in designated areas
Lunchroom Intervention • Team taught recess routines and expectations – Delivered recess workshops – Alternated outdoor/indoor recess • Team (supervisor/teacher) taught 30 -45 minute lessons (3 times per year) • Provided consistent feedback about appropriate behavior (self-managers) • Supervisors communicated regularly • Incentives for appropriate behavior – “Golden Tickets” – “Door Holders”
Leadership Roles • Implemented Restorative Justice – Paying back your community – Making it right • Assigned 4 th and 5 th grade students to leadership roles in kindergarten and first grade as an alternative to recess
Grade Level Interventions
Grade Level Interventions
Revisit Team Problem Solving • Work as a team (blue dot = reporter) • Review previously identified – problematic setting – features of the problem – possible solutions • Brainstorm additional solutions using strategies you have learned during this presentation (don’t delete the original solutions) • Short Report (30 seconds or less) – setting and what additional solutions are now being considered
Team Activity • Take 20 minutes to work as a team (follow norms). Identify one recorder for the team. • Utilizing team problem solving protocol create an action plan for at least one problem area that includes specific setting, management strategies. • Each team member needs to be ready to share the problem area within a mixed group during lunch.
Working Lunch Activity • Clear personal items • Color groups marked during lunch service • Participants sit with their color group to eat lunch (please do not sit with your team members and try to balance the numbers at each table)
Expectation for Lunch Activity • Each person represents their team by sharing their teams plan: – Identified setting – Problematic behavior – Original working solutions – Revised solutions (supervision) • Group identifies three common themes shared during the activity
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