Tier 1 New Team TrainingPositive Behavioral Interventions & SupportsTFI 1.5: Problem Behavior Definitions

(1)

Tier 1 New Team Training Positive Behavioral

Interventions & Supports

TFI 1.5: Problem Behavior Definitions

Mid-Atlantic PBIS Network Midwest PBIS Network

Center for Social Behavior Support

(2)

Organization

CORE CONTENT:

Definition, Rationale &

Examples

PRACTICE:

Activities for Fluency

SELF-ASSESSMENT:

TFI & Related benchmarks

ACTION PLANNING:

Applying the core content to

your school

(3)

TFI 1.5: Problem Behavior Definitions

EXPECTATI

ON BEHAVIOR

Responsi Be ble

 Make yourself comfortable

 Take care of your needs (water, food, restroom, etc.)

 Share your questions with the group

Be

Respectf ul

 Turn cell phones off or to “vibrate”

 Listen to others attentively by staying quiet while they are

speaking

 Follow up, and complete assigned tasks

Engaged Be

 Ask what you need to know to understand and contribute

 Contribute to the team by sharing relevant information and ideas

Learning Expectations

(4)

Professional Learning Roadmap

Team

1.1 Team Composition

1.2 Team Operating Procedures

Implementation

1.3 Behavioral Expectations 1.4 Teaching Expectations

1.5 Problem Behavior Definitions

1.6 Discipline Policies

1.7 Professional Development 1.8 Classroom Procedures

1.9 Feedback and

Acknowledgement 1.1

0

Faculty Involvement

Evaluation

1.1

2 Discipline Data 1.1

3

Data-based Decision Making

1.1

4 Fidelity Data 1.1

5

Annual Evaluation

(5)

TFI 1.5: Problem Behavior

Purpose:

Prepare and plan for facilitating

implementation of effective discipline procedures

You should be able to:

 Describe discipline process in narrative format or depict in graphic format

 Identify documentation procedures to track office-managed and classroom-managed behavior incidents

 Review current office discipline referral form to ensure data collection fields exist for meaningful decision-making

 Define problem behaviors clearly and differentiate major(office- managed) and minor (classroom-managed behavioral examples

 Create an array of appropriate responses to major (office-managed) and minor (classroom-managed) problem behaviors

TFI 1.5 Outcomes

(6)

TFI Critical Element

TFI 1.5 Problem Behavior Definitions:

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.

NI/P I/FI

Priority

Hig

h Med Low

Benchmar k of Quality

Discipline process described in narrative format

or depicted in a graphic format

Discipline process includes documentation Discipline referral form includes information

useful in decision-making

Problem behaviors are defined

Major/Minor behaviors are clearly differentiated Suggested array of appropriate responses to

major (office-managed) problem behaviors Implemen

tation Driver

*T-chart complete

*Referral Form complete

*Process developed

*Staff communication and prompts to promote consistency in place

Outcomes

(7)

Outcomes

TFI Critical Element

1.8 Classroom Procedures:

Tier I features (school-wide expectations, routines, acknowledgements, in-class

continuum of consequences) are implemented within classrooms and consistent with school-wide systems.

NI/

PI/F I

Priority

Hig

h Me

d Lo w

Benchmark of Quality

Procedures exist for tracking classroom

behavior problems

Classrooms have a range of

consequences/interventions for problem

behavior that are documented and consistently delivered.

(8)

CORE CONTENT:

Definition, Rationale &

Examples

TFI 1.5: Problem Behavior Definitions

(9)

Disciplinary policies and practices are part of a cohesive behavior support system within a school.

Discipline is a complementary system to expectations and acknowledgements.

Effective discipline includes opportunities for students to LEARN and PRACTICE appropriate behaviors through an instructional approach.

Definition

(10)

Clearly defined consequences support teachers to be consistent in response to behavioral infractions.

This consistency makes it easier for students to understand the boundaries of appropriate behaviors

within the school.

Defining which problem behaviors are addressed within the classroom versus those addressed by administration can (a) improve consistency within

the classroom, (b) provide more meaningful information for problem solving, (c) increase

instructional minutes, and (d) free up administrative time spent on discipline.

Rationale

(11)

(12)

(13)

Behavioral Examples

Classroom-managed

(minor) Office-managed

(major)

Involve opportunities for teachable moments and minimizing interruption to instruction

• tardiness

• running in hallway

• missing materials

• gum chewing

• wearing hat

• incomplete classroom assignments, etc.

Involve school and student physical and emotional

safety

• physical fights

• property damage

• drugs, tobacco

• weapons

• leaving the school grounds without permission

• chronic behaviors not responding to teacher intervention

Example

(14)

Behavioral Examples

Classroom-managed

(minor) Office-managed

(major)

Involve school and student physical and emotional

safety

Example

What would this look like in

your school/district?

(15)

Behavioral Examples

Classroom-managed

(minor) Office-managed (major)

• tardiness

• running in hallway

• missing materials

• gum chewing

• wearing hat

• incomplete classroom assignments

• disrespect

• disruption

• defiance

Involve school and student physical and emotional safety

• physical fights

• property damage

• drugs, tobacco

• weapons

• leaving the school grounds without permission

• chronic behaviors not responding to teacher intervention

• disrespect

• disruption

• defiance

Example

What about

these

examples?

(16)

 The SWIS developers have definitions for problem behaviors.

 The definitions are clear, observable, and can be measureable.

 Establish alignment with SWIS definitions.

Defining Behaviors: SWIS Definitions

(17)

SWIS Minor Examples

(18)

SWIS Major Examples

(19)

Infraction Notes

Disruption Refusal to do work, throw paper

Disruption Refusal to do work, cry, pout, stomp Disruption Off task, refusal

Disruption Arguing with teacher

Disruption Prohibited teaching and learning Disruption Playing, throwing water

Disruption Off task

Disruption Throwing paper, yelling, hitting, crawling Disruption Following directions, playing, off task

Disruption Not following directions

Example

(20)

Disruption:

What does it look like and sound like?

Classroom-managed Notes

Refusal to do work Disruption escalated into a physical or verbal

confrontation

Argue with the teacher Minor actions repeated to the point of an “un-

teachable” learning environment

Calling out

Tapping pencil/objects Talking to others

Unnecessary movement (out of seat/fidgeting) Touching others

(21)

Disruption:

What does it look like and sound like?

Classroom-managed Notes

(22)

What do you notice?

(23)

1.Share discipline data identifying the top 5 behaviors showing up in your data and any descriptive data that describes what happened

2.Ask staff: What do you notice?

3.Arrange staff in vertical teams (multiple perspectives) 4.Assign each team one of the top 5 behaviors and

provide them with the descriptive data

5.Ask teams to draw a t-chart with identified behavior at the top

6.Ask teams to identify behavioral examples of what

minor and major types of this behavior look and sound like

Completing T-charts with Staff

(24)

What effective practices are

currently in place for

responding to a full range of

behavior problems in your school?

What do you

see in your

(25)

Response Strategies &

Error Correction

“When everyone handles infractions with instructional correction

procedures, students learn that what happens when they misbehave is

procedure not personal.”

~Bob Algozzine

Q-TIP

(26)

 It is less important what the consequence is, than that something is reliably done.

 How staff respond or what consequence is used is less important than the certainty that something will be done, even

something relatively brief such as redirection or re-teaching.

Consistency is key, not

severity

(27)

What is the single most commonly used but least effective method for addressing

undesirable behavior?

The single most commonly used but least effective method for addressing

undesirable behavior is to verbally scold and berate a student

(Albetro & Troutman, 2006).

Why Focus on Response Strategies &

Error Correction?

(28)

 Interrupt the problem behavior and engage the students in the expected behavior

 Ensure the students exhibit the expected behavior in future

occurrences of similar situations

 Avoid escalation of the problem behavior

(Colvin, 2010)

Goals of Error Correction

(29)

How Do You Respond?

(30)

 How many times do I have to tell you to work quietly?

 Didn’t I just tell you to get your work done?

 Why are you talking when I’m talking?

 Do you want me to send you to the office?

 What’s going to happen if I call your mother?

 What do you think you’re doing?

 Don’t you think you should be using your

Error Correction: Non-

Examples…

(31)

Effective responses

 Planned ignored

 Physical proximity

 BSPS delivered to students

engaged in expected behavior

 Direct eye contact –

“teacher look”

 Re-teaching of expectations/

rules

 Re-direction

 Differential Reinforcement

 Verbal warning- reminder

 Visual cue (e.g. hand signal)

 Private talk/problem solve

with student

 Response cost

(32)

Responding to Inappropriate Behavior

Cool tool

(33)

Expectati

ons All Settings

(rules/behaviors) Example Respectf

ul

• Know and follow directions

• Use appropriate language and actions

Terry, eye-rolling is

disrespectful. Our Viking Code has examples of words that would be more

respectful.

Responsi ble

• Know and follow directions

• Accept consequences

• Be punctual

Susan, I heard the 2-minute warning bell. We have agreed to be on time for class.

Ready • Know and follow directions

• Be prepared

Jamal, it’s especially

important in biology lab to follow the directions for handling these sharp dissecting tools.

1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful

Redirect

(34)

Consistency is key, not

severity!

(35)

Resource: Alternatives to Suspension

Considerations for

Consequences

(36)

I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal

approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool for torture or an

instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that

decides whether a crisis will be escalated or de- escalated and a child humanized or dehumanized.

~Haim Ginott

(37)

Procedu

res

(38)

 Do you complete an office referral electronically?

 Do you complete an office referral on paper?

 What is the procedure for getting a student to the office (call to office, student goes to the office)?

 What’s the principal’s disposition and is it communicated to referring teachers?

What happens if a student needs to be referred to

the office?

(39)

What is the purpose of the office discipline referral form?

Is it used as an intervention?

Is it used to collect data?

(40)

 Student’s Name

 Date

 Time of Incident

 Location of Incident

 Student’s Teacher

 Student’s Grade Level

 Referring Staff

 Others Involved

Do your data collection tools have all the information you

need to make data-informed decisions?

 Problem Behavior

 Possible Motivation

 What was

happening before the behavior

(antecedent)?

 Possible

consequences

 Administrative Decision

 Other Comments

(41)

(42)

(43)

(44)

Procedu

res

(45)

Lessons learned…

 Establish a system for collecting, monitoring, and analyzing minor incidents

 Define decision rules to design supports, not as a “gotcha” or a 3

strikes you’re out!

Reflection and

Considerations

(46)

If student behavior persists, begin using minor (classroom-managed)

behavior data collection form to collect data for problem solving

and inform decision-making.

Classroom-Managed (Minor)

(47)

PRACTICE:

Activities for Fluency

(48)

 Review “Constructing your Office Referral” resource

 Review sample data

collection tools for office- managed (major)

 Review your current office discipline referral and

identify data fields to add

 Identify data collection form and process for classroom-managed behaviors (minor)

What Do You Think?

(49)

SELF-ASSESSMENT

(50)

How prepared are you to use the self-assessment to create the action plan for this section?

Fidelity & Outcome Check

If you are below a five, what do you need to be more prepared?

 Create a narrative and/or flowchart to capture discipline procedures

 Engage staff in facilitated process to define

behaviors and differentiate between office-managed and classroom-managed behavioral examples

 Complete data collection forms for office-managed and classroom-managed behavioral examples and plan for training staff

 Define a continuum of responses to office-managed and classroom-managed behavioral examples

One to Five?

(51)

Critical TFI Element

TFI 1.5 Problem Behavior Definitions:

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.

NI/P I/FI

Priority

Hig

h Med Low

Benchmar k of Quality

Discipline process described in narrative format

or depicted in a graphic format

Discipline process includes documentation Discipline referral form includes information

useful in decision-making

Problem behaviors are defined

Major/Minor behaviors are clearly differentiated Suggested array of appropriate responses to

major (office-managed) problem behaviors Implemen

tation Driver

*T-chart complete

*Referral Form complete

*Process developed

*Staff communication and prompts to promote consistency in place

Outcomes

(52)

Outcomes

TFI Critical Element

1.8 Classroom Procedures:

Tier I features (school-wide expectations, routines, acknowledgements, in-class

continuum of consequences) are implemented within classrooms and consistent with school-wide systems.

NI/

PI/F I

Priority

Hig

h Me

d Lo w

Benchmark of Quality

Procedures exist for tracking classroom

behavior problems

Classrooms have a range of

consequences/interventions for problem

behavior that are documented and consistently delivered.

(53)

ACTION PLANNING:

Applying the core content to your school

(54)

WHAT NEEDS TO BE COMPLETED?

RESOUR CES NEEDED

?

WHO? WHEN?

A.

B.

C.