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Classroom Part 1: School Wide Positive Behavior Support All Settings MO SW-PBS SI 2008

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Nanci Johnson

Classroom Part 1: School Wide Positive Behavior Support All Settings Presented at MO SW-PBS SI 2008 By Brandi Schumacher

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School-Wide Positive Behavior Support: All Settings Terry Bigby, Ed.D. Brandi Schumacher, M.S. Based on the work of Brandi Simonsen, UConn & George Sugai, UConn
School-Wide Positive Behavior Support: All Settings ,[object Object],[object Object],[object Object]
Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],SW PBS Practices
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
School-Wide Positive Behavior Support: All Settings ,[object Object],[object Object],[object Object],[object Object]
1) Maximize Structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Minimize crowding & distraction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teacher Routines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student Routines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ Routines” Lesson Components ,[object Object],[object Object],[object Object],[object Object]
I write in my journal. I go to the big group. I work at calendar time. I see the schedule for today.
2) Establish /Post, Teach , Review, Monitor, & Reinforce Positively Stated Expectations ,[object Object],[object Object],[object Object],[object Object],[object Object]
Clearly Define Expected Behaviors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sample Expectations All Settings Safe ,[object Object],[object Object],Respectful ,[object Object],[object Object],Responsible ,[object Object],[object Object]
Activity: ,[object Object],[object Object],[object Object]
Teaching Behavior…. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Procedures for Teaching Expected Behaviors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Review or remind students of rule prior to entering natural context. Give Precorrects ,[object Object],[object Object],[object Object],[object Object]
Monitor activel y at all times ,[object Object],[object Object],[object Object],[object Object]
Reinforce using verbal and nonverbal responses ,[object Object],[object Object],[object Object],[object Object],[object Object]
3) Establish a Continuum of Reinforcement Strategies to Acknowledge Appropriate Behavior ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
3 Types of Contingencies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavior Contract ,[object Object],[object Object],[object Object],[object Object]
Establish a Token Economy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
4) Establish a continuum of strategies to respond to inappropriate behavior(s). ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Manage minor (low intensity/frequency) problem behaviors positively & quickly ,[object Object],[object Object],[object Object],[object Object]
Follow procedures for chronic problem behaviors ,[object Object],[object Object],[object Object],[object Object]
In Summary ,[object Object],[object Object],[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Classroom Part 1: School Wide Positive Behavior Support All Settings MO SW-PBS SI 2008

  • 1. School-Wide Positive Behavior Support: All Settings Terry Bigby, Ed.D. Brandi Schumacher, M.S. Based on the work of Brandi Simonsen, UConn & George Sugai, UConn
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  • 5. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
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  • 12. I write in my journal. I go to the big group. I work at calendar time. I see the schedule for today.
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