1. Linking SW-PBIS
to the Classroom
Alan Robinson
Mentor/Resident Coach
Academy of Urban School Leadership

2. Continuum of Tertiary Prevention:
School-Wide Specialized
Instructional & Individualized
Positive Behavior Systems for Students with
Interventions & Support High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
Primary Prevention: with At-Risk Behavior
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings

3. The classroom host
environment should
reflect the school-
wide system and
support the behavior
of ALL students!

4.
___Physical space designed with clear lines of sight and
designed to facilitate movement through activities and
supervision.
___Posted, positively-worded rules based on the school-wide
expectations.
___Posted positive and negative consequences.
___Teacher / student interactions with at least a 5 to 1
ratio of acknowledgements to corrections.
___Clearly established routines & posted schedules.
___Pre-correction & correction of problem behaviors.

5.
___Physical space designed with clear lines of
sight and designed to facilitate movement through
activities and supervision.
___Posted, positively-worded rules based on the school-wide
expectations.
___Posted positive and negative consequences.
___Teacher / student interactions with at least a 5 to 1 ratio
of acknowledgements to corrections.
___Clearly established routines & posted schedule.
___Pre-correction & correction of problem behaviors.

6. Routines & Supervision
 Routines should be taught
 Routines should minimize non-instructional
time
 The is no such thing as ‘unstructured time’
 Effective Supervision Trio:
Look Around…Walk Around…Interact
 Use pre-corrections – predict and prevent
 Daily / weekly schedules should be posted and
referred to

7. Steps for Establishing
Classroom Routines
1. Understand the benefits
2. Identify needed routines
3. Specify student behaviors for each
routine
4. Teach each routine
5. Maintain the routines
6. Pre-correct the routines
7. Re-teach the routines

8. Sample Routine
 Elementary: Exiting the classroom to
another activity such as P.E. or Art
 Put materials away, clear desk and push
chairs in
 On signal move quietly to doorway
 Line up facing the door and keep one
space between each person
 Keep hands and feet to self
 Listen to the teacher and wait for signal
to depart

9.
___Physical space designed with clear lines of sight and
designed to facilitate movement through activities and
supervision.
___Posted, positively-worded rules based on the
school-wide expectations.
___Posted positive and negative consequences.
___Teacher / student interactions with at least a 5 to 1 ratio
of acknowledgements to corrections.
___Clearly established routines & posted schedule.
___Pre-correction & correction of problem behaviors.

10. This is what “Being Responsible”
looks like in Room ____
 ___________________________
 ___________________________
 ___________________________
 ___________________________
 ___________________________
 ___________________________
 ___________________________

11. Behavior is learned and
should be taught…
1) State behavioral expectations
2) Specify student behaviors (rules)
3) Model appropriate student
behaviors
4) Students practice appropriate
behaviors
5) Acknowledge appropriate behaviors

12.
___Physical space designed with clear lines of sight and
designed to facilitate movement through activities and
supervision.
___Posted, positively-worded rules based on the school-wide
expectations.
___Posted positive and negative consequences.
___Teacher / student interactions with at least a
5 to 1 ratio of acknowledgements to corrections.
___Clearly established routines & posted schedule.
___Pre-correction & correction of problem behaviors.

13. Managing Consequences
Key Points
 Consequences follow behavior
 Consequences may be positive or negative
 The consequence is for the behavior
Positive consequences are delivered to:
1. Provide immediate feedback that behavior is acceptable or desired
2. Increase likelihood behavior WILL BE repeated
Negative consequences are delivered to:
1. Provide immediate feedback that behavior is unacceptable
2. Increase likelihood behavior WILL NOT BE repeated

14. Negative Consequences
 Are the consequences posted, known, and
consistent?
 Are the negative consequences delivered
in a way that detracts from teaching time
as little as possible?
 Are they delivered with respect?
 Is there always a “Fair Pair”
 Is there a clear definition of classroom-
vs. office-managed behavior

15. What do teachers use…
…for mild negative consequences?
…for more serious consequences ?

16. Examples of
Negative Consequences
 Loss of teacher attention and approval
 Loss of privileges
 Time out or removal from activity
 Restitution or make-up service help
 Isolation
 Response cost
 Parent contact and conference

17. Positive Consequences
 Are the consequences posted, known, and
consistent?
 Are they delivered at a high rate
(especially for younger children and
troubled students)
 Is there an acknowledgment to correction
ratio of at least 4 to 1?
 Are the consequences meaningful and
varied?
 Does every student have a chance to
experience success?

18. What do teachers use…
…for extrinsic reinforcers?
…for delayed positives?
…for whole class reinforcers?

19. Examples of Positive Consequences
 Teacher praise  Contracts and token
 Demonstrations of economies
teacher approval  Mystery awards
 Positive feedback  Public recognition
 Points (leading to (class-wide and
privileges and school-wide)
rewards)  Menus (store, list of
 Contingent use of reinforcers)
breaks, privileges  Various combinations
 Access to special of reinforcers
activities  Parent contact

20.
___Physical space designed with clear lines of sight and
designed to facilitate movement through activities and
supervision.
___Posted, positively-worded rules based on the school-wide
expectations.
___Posted positive and negative consequences.
___Teacher / student interactions with at least a
5 to 1 ratio of acknowledgements to corrections.
___Clearly established routines & posted schedule.
___Pre-correction & correction of problem behaviors.

21.
___Physical space designed with clear lines of sight and
designed to facilitate movement through activities and
supervision.
___Posted, positively-worded rules based on the school-wide
expectations.
___Posted positive and negative consequences.
___Teacher / student interactions with at least a
5 to 1 ratio of acknowledgements to corrections.
___Clearly established routines & posted schedule.
___Pre-correction & correction of problem
behaviors.

22. Self-Reflection
Complete the 4-page handout
Page 1: A. Physical Setting – The physical classroom setting is
organized in a manner that promotes learning and independence,
as evidenced by:
Yes / Comments
No
A1 Are the walls, floors, and furniture clean Y N
and in good repair?
A2 Is the furniture adjusted to the proper Y N
size for the students?
A3 Are rules, routines, and procedures Y N
posted in a manner that is easy to see?
Are rules, routines, and procedures
A4 posted in a manner that all could read or Y N
understand?

23. RECOVERY
High
Peak
Be havior Inte nsity
Acceleration
De-escalation
Agitation
Calm
Trigger Recovery
Low
Time
A Model of Escalating Behavior – Geoff Colvin

24. http://pbis299.googlepages.org
www.pbis.org
www.pbisillinois.org

25. interventioncentral.org
http://www.cccoe.net/social/directory3.htm
Middle school social skills
www.allkindsofminds.org
Click on ‘Resources’ then ‘Learning Base’
www.disciplinehelp.com
http://serc.gws.uky.edu/pbis/
The function of behaviors -- interactive

26. More information @
https://sites.google.com/site/pbis299/