1. Positive Behavior Supports
Sample Title Page
Developing a System for Teaching
Appropriate Behavior

2. Objectives:
Participants will understand the concept of Positive Behavioral
Supports and the function of B RtI when dealing with
challenging behaviors.

4. Level 1: I know nothing about PBS or BRtI. Level 2: I’ve heard
about both PBS and B RtI, and have some knowledge on one or the
other, however it is very limited. Level 3: I am familiar to both PBS
and B RtI and can state the basic concepts of each. Level 4: I have
a strong understanding of both PBS and B RtI and have the
knowledge necessary to implement them in my classroom.

5. Research has proven…
• Students thrive with teachers who
– Maintain and communicate high expectations for
student success
– Build positive relationships with students
– Teach students how to behave successfully
– Create consistent, predictable classroom routines
– Provide consistent monitoring and supervision
– Provide frequent positive feedback
– Correct misbehavior in a calm, consistent, logical
manner

6. Sy
st
So ema
lvi
ng tic P
Pr ro
oc ble
es
se m
s
se
pon ion/
Res uct
r
Inst ention
To
rv
Inte
Multi-Tiered
System
of Support for
Behavior and
Academics
Adapted from: http://floridarti.usf.edu

7. Goal:
80-90%
Of
Students
Are
Responsive
Districtwide
Schoolwide
Classroom
For Students
“At Risk”
Or
“High Risk”
Adapted from: Dr. Randall
Small Group
or
Individual
Strategies
Focus:
School-wide
Instructional
Discipline
Primary
Prevention:
Schoolwide &
Classroom
Systems—
ALL Students,
ALL Staff, &
ALL Settings
Collaborative Interventions
For Some/Few Students

8. DEVELOPING WRAP-AROUND POSITIVE BEHAVIOR
SUPPORT:
Individual
Student
Classroom:
Routines &
Procedures
School-wide:
Policies &
Procedures

9. Interventions in Perspective
Early Stage
Highly Structured
• cheapest/easiest to
• utlizes more resources
•
•
•
•
apply
teacher as front line
problem solver
every teacher should
know how to implement
these basic interventions
utilizes data collection
•
•
(human, time, etc..)
collaborative approach to
problem solving
campus-wide expertise is
utilized to implement HS
interventions
more frequent/
intensive monitoringdata collection

10. A CONTINUUM OF SUPPORT…
Universal/ Tier I
All Staff/Students/Settings
(School-wide & Class-wide
Pre-Intervention)
Tier I/Tier II
Early Stage Interventions
(Individual Student)
Universal Understanding of
Instructional Discipline
Planned Discussion
Mission Statement
Academic Assistance
Guidelines for Success
Established & Taught
Goal Setting
Staff Beliefs
Data Collection/Debriefing
School-wide Encouragement
Procedures
Increasing Positive Interactions
Classroom Management Plan
STOIC Intervention & Analysis
Rules & Expectations
Effective Routines/Procedures
Highly Structured
Tier II and III
(Individual Student)

11. Pre-Intervention
Universal/ Tier I
Early Intervention
Universal/Tier I
Highly Structured
Tier II and III
Mission Statement
Planned Discussion
Managing Physically Dangerous
Behavior
Guidelines for Success
Established & Taught
Academic Assistance
Managing Severely
Disruptive Behavior
Staff Beliefs
Goal Setting
Managing the Cycle of Misbehavior
STOIC
Data Collection/Debriefing
Cueing and Pre-correcting
Increasing Positive
Interactions
Self-Monitoring and
Self-Evaluation
STOIC Intervention &
Analysis
Positive Self-Talk & Attribution Training
Teaching Replacement Behaviors
Some Reminders Regarding
Highly Structured interventions
• Non-negotiable:
Data Collection & Analysis—a MUST!
• Build capacity for expertise through
shared responsibility
Functional Communication
Structured Reinforcement
Systems
Defining Limits & Establishing
Consequences
Relaxation & stress management
Internalizing Problems
(depression/anxiety)

12. Levels of Problem Solving
More Intensive
Less Intensive
Teacher
as
front-line
problem-solver
in the
learning
environment
Teacher
and
colleague
partner
to
problem-solve
solutions
Teacher
and
other
school-based
personnel
convene &
engage
in an informal
collaborative
approach to
problem-solving
Teacher
& personnel
within and
outside of
school convene
in a highly
structured,
formal
setting to
collaboratively
problem-solve

13. THE PROBLEM SOLVING
PROCESS
What is
the Problem?
Why is it
occurring?
Is it working?
What are we
going to do?

14. TIER I: THE CLASSROOM
Early Stage Interventions TEACHER
Implement Intervention A:
Planned Discussion p71
Is it
Effective?
Y
N
Continue
monitoring
progress
and fade
support as
indicated
Implement Intervention B:
Academic Assistance, p.93
AND/OR Intervention C: Goal Setting, p.185
Implement Intervention D:
Data
Collection/Debriefing,
p.223
AND/OR Intervention E:
Increasing Positive
Interactions
N
Is it
Effective?
Y
Continue
monitoring
progress and
fade support
as indicated

15. “If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we
teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach?
…punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
Herner, 1998

16. My School’s
Expectations…
1. Be Safe
2. Be Responsible
3. Be Respectful
Once you have developed school-wide
expectations, it is not enough to just post
the words on the walls of the classroom…
YOU MUST TEACH
THEM!

17. Successful teachers
are very clear with
students about
exactly how they
expect them to
behave
during the school
day.

18. Behavioral Errors
More often occur because:
Students do not have appropriate skills“Skill Deficits”
Students do not know when to use
skills
Students have not been taught specific
classroom procedures and routines
Skills are not taught in context

19. Why Develop a System for Teaching
Behavior?
•Behaviors are prerequisites for academics
•Procedures and routines create structure
•Repetition is key to learning new skills:
•For a child to learn something new, it
needs to be repeated on average of 8
times
•For a child to unlearn an old behavior
and replace with a new behavior, the
new behavior must be repeated on
average 28 times (Harry Wong)

20. Why Develop a System for
Teaching Behavior?
•We can no longer assume:
•Students know the
expectations/rules and appropriate
ways to behave
•Students will learn appropriate
behaviors quickly and effectively
without consistent practice and
modeling

21. Replacement Behavior Chart
Problem
Goal
Replacement
Behavior
swearing/using foul use of appropriate silence; "Oh snap",
language
words
"Shut the front
door", "wow", etc..
touching/pushing
keeping hands to
self
keep hands in
pockets, keep hands
on desk/table
tearing-up/ripping
work
complete
assignments
ask for help,
request a break

22. Why Develop a System for
Teaching Behavior?
•We must assume:
•Students will require different
curricula, instructional modalities,
etc… to learn appropriate behavior
•We need to teach expectations/rules
and appropriate behaviors as
effectively as we teach academic skills

23. ESTABLISH ROUTINES,
PROCEDURES & EXPECTATIONS
What are my guidelines for success?
What are my expectations for all learning activities?
transitions?
C=Conversation
H= Help
A= Activity
M= Movement
P= Participation
Success!

24. How Do We Teach Behavior?
•Introductory Events
Teaching school to expectations and rules
•On-going Direct Instruction
Specially designed lessons, character education
•Embedding in Other Curriculum
•Booster Trainings
•Keeping it Out There
Visual Displays – posters, agenda covers
Daily announcements

25. Introductory Events
•All faculty and students participate
•Decide on method that will be most
effective for your school
•Consider Importance/Impact Activity/event should be a high
priority… not given a few minutes in
some other activity

26. .
Creative Ideas:
“Putting it into
Practice”
•Provide students with a script that includes actions and
words expected
•Rotate students through different settings-Teach the
behaviors in the setting where the behaviors are
expected to occur
•Have classes compete to come up with unique ideas
(student projects, bulletin boards, skits, songs, etc…)
•Recognize staff for creative activities
•Video students role-playing to teach expectations and
rules and show during morning show

27. Specially Designed Lessons
•Provide initial lesson plans and/or
lesson plan format for teachers to begin
teaching behavior
•Build on what you have (I.e. character
ed.)
•Develop a system for expanding
behavior lesson plan ideas throughout
the year
•Determine the minimum requirements
for teaching behavior (i.e. how often)

28. Lesson Plans: Two Levels
.
Level 1: Concept Development
(Expectations)
Broad expectations
Applicable to all settings
Level 2: Skills (Rules)
Observable behaviors
Rules for specific settings

29. .
Guidelines for Teaching
Expectations: Concept Level
Teach As You Teach Core Academics:
•
Define in terms that students will
understand
•
List critical attributes
•
Provide examples and non-examples
•
Enhance concept development
•
Check for understanding
•
Extend concept development
•
Acknowledge efforts
•
Re-teach and restructure teaching

30. Guidelines for Teaching Rules:
Skill Level
•
•
•
•
•
Identify problem settings
Review school-wide expectations
Describe the specific, observable
skill(s)
for a targeted
location and provide examples and
non-examples
Engage students in an activity that
will allow them to practice the
desired behavior
Reward appropriate behavior

31. Expectations and Rules:
Mr. Michael’s Class
.
Expectations
Rules
Be Respectful of Self and Others Use a positive voice and
language
Raise your hand to share your
ideas
Follow Directions of all School
Staff
Complete all assigned tasks
Stay Safe
Stay in assigned area
Keep hands and feet to yourself

32. Strategies for Success
•Describe specific, observable behaviors
for each expectation
•Plan for modeling the desired behaviors
•Provide students with written and graphic
cues in the setting where the behaviors
are expected
•Acknowledge efforts
•Plan to re-teach and restructure teaching
•Allow students to participate in the
development process
•Use “teachable” moments that arise in
core subject areas and in non-academic
times

33. .
Why Embed Expectations
into Curriculum?
•Behavior curriculum does not have to
be separate
•Helps to eliminate time crunches
•Provides a rationale for student- helps
students to see how the expectations
fit into everyday life
•Meets best practices approach
-Hands on activities
-Meets all learning styles (oral, visual,
kinesthetic)
-Higher order learning activates
(synthesize, analyze, etc.)

34. Embedding Expectations into
Current Daily Curriculum
•Language Arts and Reading
•Use a book that has an
expectation as a theme
•Discuss characters in a story and
how they did not show respect, then
have the students write the story
with the character showing respect
•Have the students develop their
own expectations and/or rules and
then have them write a persuasive
essay or debate why theirs should be
used instead of the school’s

35. .

36. .
Questions?