Integration of SWPBIS and PWPBIS into the Classroom

Integration of SWPBIS and PWPBIS into the Classroom Kristen N. Salamone, M. Ed.

Learner Outcomes The learner will be able to: 1. Identify Classroom expectations 2. Identify Classroom Management Protocols 3. Access and Utilize the Classroom Management: An Administrator’s Toolkit 4. Identify common classroom errors and misconceptions

Activity Explore the Classroom Management Self-Assessment This assessment should be based on your classroom (or instructional area) Identify how you can bring this back to your buildings to improve Classroom Management Share within small groups Positive thoughts? Concerns? Share out with whole group How can this help? What problems could come about?

Classroom Management Protocols Minimize crowding and distraction Maximize structure and predictability State, teach, review and reinforce positively stated expectations Provide more acknowledgements for appropriate than inappropriate behavior Maximize varied opportunities to respond Maximize active engagement Actively and continuously supervise Respond to inappropriate behavior quickly, positively and directly Establish multiple strategies for acknowledging appropriate behavior Generally provide specific feedback for errors and corrects

Minimize crowding and distraction Design environment to elicit appropriate behavior: Furniture Supervision Staff and Student areas Seating arrangements

Maximize structure and predictability Teacher Routines Volunteers Communications Movement Planning Grading Student Routines Personal needs Transitions Working in groups, independently, with partners Instruction Getting materials Homework

State, teach, review and reinforce positively stated expectations Establish behavioral expectations/rules Teach rules in context of routines Prompt or remind students of rules prior to entering natural context Monitor students’ behavior in natural context and provide specific feedback Evaluate effect of instruction- review data, make decisions and follow up

Provide more acknowledgements for appropriate than inappropriate behavior Maintain at least 5 to 1 Interact positively once every 5 minutes Follow correction for violation of behavior expectations with positive reinforcement for rule following

Maximize varied opportunities to respond Vary individual vs. group responding Vary response type Oral Written Gestural Increase participatory instruction Questioning Materials

Maximize active engagement Vary format Written Choral Gestures Specify observable engagements Link engagement with outcome objectives

Actively and continuously supervise Move Scan Interact Remind/Pre-correct Positively Acknowledge

Respond to inappropriate behavior quickly, positively and directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively and anticipate next occurrence

Establish multiple strategies for acknowledging appropriate behavior Social, tangible, activity, etc. Frequent vs. Infrequent Predictability vs. Unpredictability Immediate vs. Delayed

Generally provide specific feedback for errors and corrects Provide contingently Always indicate correct behaviors Link to context

How Do I Provide Classroom Management PD with little to no time? Classroom Management: An Administrators Toolkit Module 1: Maximize Classroom Structure Module 2: Classroom Rules Module 3: Actively Engage Students in Observable Ways Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Module 5: Use a Continuum of Strategies to Respond to Inappropriate Behavior Supporting Teachers: Making Connections to the Framework of Teaching

Linking your Classroom Acknowledgement Systems to SWPBIS and PW-PBIS Expectations Referral Process Classroom expectations mirror school-wide and program-wide expectations Minors and majors consistent throughout classrooms and non-classroom areas Classroom Based Reinforcement Systems Large Group Small Group Individual

Activity: Define Classroom Expectations Using the Classroom Expectations matrix, define your classroom or instructional area expectations Decide if you want to identify instructional areas or define blanket expectations List the SWPBIS or PWPBIS expectations on the top of the matrix Define what they look like, sound like, etc. in the space provided Share with a partner Feedback?

Classroom Based Reinforcement Systems Large Group Reinforcement Systems Group Contingencies Token Economy Golden Plunger, Golden Dustpan, Golden Eraser Others? Individual Reinforcement Systems FBA/BIP/PBSP Differential Reinforcement DRO (Differential Reinforcement of Other Behavior) DRA (Differential Reinforcement of Alternate Behaviors) DRI (Differential Reinforcement of Incompatible Behaviors) DRC (Differential Reinforcement of Communicative Behaviors)

Common Errors and Misconceptions Using the SWPBIS and PWPBIS as a classroom management system Using token rewards to increase or decrease behavior specifically in the classroom Reinforce high behavior kids using school wide system on a standalone basis Cost-Response To consequence a negative behavior by taking away something earned through the SWPBIS or PWPBIS system Lack of referrals for students identified as potential Tier 2/3 Teaching SWPBIS and PWPBIS expectations does not cover routines and expectations Shaped through punishment and yelling rather than teaching and modeling

References Colvin, Geoff (2010). Classroom Strategies. Sugai, George (2009). Responding to Non-Responsive Behavior: Basic Practices and Systems.

Contact Information Kristen Salamone Ta. C Consultant BVIU 724 -774 -7800 ext. 3029 ksalamone@bviu. org Carrie Frohnapfel Ta. C Consultant AIU 412 -394 -4593 Carrie. Frohnapfel@aiu 3. net To obtain a copy of today’s materials, please visit: http: //tinyurl. com/Coaches. Day