Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
June 2007
Targeted
Continuum of
Support for
ALL
Few
Intensive
Some
Universal
All
Data
Rules
Quality
Instruction
Positive
interactions
Practices
Systems
Routines
Prevention
Schedule
Organization
Think ICEL
Climate
University of Missouri
Instructional Management
Instruction
Instruction
Curriculum
Curriculum
Behavior &
Environmental
Management
Environment
Environment
Learner
Learner
L.Newcomer - UMSL
University of Missouri
University of Missouri
June 2007
Components of a
Classroom Positive Behavior Support Plan
Statement of Purpose
Set of 3 to 5 Classroom Rules
Procedures / Routines
Continuum of positive consequences
Continuum of negative consequences
Behavior crisis plan
Medical crisis plan
University of Missouri
11
L.Newcomer - UMSL
University of Missouri
RULES
12
University of Missouri
June 2007
Rules
13
University of Missouri
A rule is an authoritative
principle set forth to
guide behavior
Clearly stated rules
identify, define, and
operationalize concepts of
acceptable behavior
specific to the classroom
setting that are necessary
to maintain order and a
well-functioning
environment.
15
TALK
No talk
Quiet talk
Conversational talk
Be Respectful
Raise your hand to
speak.
Keep hands, feet and
objects to yourself
Be Responsible
Turn in completed
assignments on
time
Be Cooperative
Do what your teacher
asks immediately
University of Missouri
Talk/Movement Chart
Level 1
Level 2
Level 3
Tardies
Off-task
Calling out during lessons
Mean/unkind comments
Not following rules
Unruly transitions
An expectation is defined
as a confident or strong
hope that something will
happen
The expectation is that
students will develop and
exhibit the characteristics
that lead to success both
in and out of school (i.e.
to be responsible,
respectful and to do their
best)
Replacement
14
EXPECTATIONS
RULES
Problem
MOVEMENT
In seat
In seat
Movement allowed
17
L.Newcomer - UMSL
June 2007
Age-appropriate
19
Procedures
Elementary Example
Learning Position
2.
3.
4.
5.
L.Newcomer - UMSL
University of Missouri
Elementary Example
During Lessons
23
University of Missouri
22
1.
20
University of Missouri
24
University of Missouri
June 2007
Secondary Example
Class Discussion
Secondary Example
Entering the Classroom
1.
2.
3.
4.
25
1.
2.
3.
4.
University of Missouri
26
Rules
Positively stated
Measurable and observable
35
Routines
Transitions
Movement
Procedures
University of Missouri
Communicating Expectation
Post
Teach
Practice
Feedback
Reinforce
First Quarter
Teach schoolwide and classroom rules and procedures during first week
of school
After first week, review rules two or three times per week
Rapid paced oral review during first or last few minutes of class (e.g. what is
the procedure for sharpening your pencil?)
Give surprise quizzes about the rules for extra-credit points
Divide class into two teams. Ask review questions about rules and
procedures for teams to answer and award a point for each correct answer.
Team with most points at end of week or month wins.
Second Quarter
Review rules and procedures once per week
Remainder of the Year
Review rules and procedures periodically as needed.
Lori Newcomer, Ph.D.
27
University of Missouri
28
University of Missouri
Continuum of
Positive & Negative
Consequences
29
L.Newcomer - UMSL
University of Missouri
30
June 2007
Behavior is strengthened or
weakened by its consequences
University of Missouri
Positive Consequences
Free & Frequent
Verbal Praise
Smile
Stickers
Rubber Stamps
Thumbs up
Home notes
Intermittent
Phone calls
Special Privileges
Extra Computer
Time
Special Seat
L.Newcomer - UMSL
University of Missouri
Level 2 intermittent =
more powerful and can be awarded as perhaps a student of
the week, student of the month, occasional free time
34
University of Missouri
Negative Consequences
Strong &
Long Term
Field trips
Special Projects
Recognition to the
Principal
Student of the Week
Honor Roll
35
Positive Consequences
Apply Consequences
33
Positive Consequences
University of Missouri
36
University of Missouri
Apply Consequences
June 2007
Negative consequences
Verbal reprimand
Planned ignoring
Redirection Corrective teaching procedure
Phone call home
Response-cost
Overcorrection
Time-out from positive reinforcement
37
Elementary School
Level 1: Class rule reminder
Level 2: Individual rule reminder
Level 3: Modification (e.g., change seat)
Level 4: Time away in another class
Level 5: Parent contact
Level 6: After-school detention
Level 7: Office referral
Middle School
Level 1: General reminder
Level 2: Individual reminder
Level 3: Second individual reminder or "see me"
Level 4: Lunch detention
Level 5: Time out I (goes to in-class time-out area and completes think
sheet)
Level 6: Time out II (goes to alternative room to complete think sheet)
Level 7: Parent Contact
Level 8: Referral
University of Missouri
Something to
Think About
Challenge
How do we support teachers to reflect on their classroom
management plan?
How does the PBS team support
implementation integrity of
universal classroom supports
Classroom Self-Assessment
Classroom Organization & Management Planning Guide
Classroom Procedure Template
Classroom PBS Plan
Classroom Positive
Behavior Support Plan
42
L.Newcomer - UMSL
June 2007
350
350
300
11%
Reduction
300
10%
Reduction
250
11%
Reduction
250
10%
Reduction
200
200
46%
Reduction
150
150
100
100
50
50
43
2004-05
University of Missouri
2005-06
44
2006-07
350
350
300
300
250
250
200
176
181
150
All Other
146
100
200
2004-05
2005-06
University of Missouri
2006-07
2007-08
176
All Other
181
146
117
123
24%
Drop
5%
Increase
150
100
157
117
123
87
59
50
45
2004-05
L.Newcomer - UMSL
2005-06
Lori Newcomer,
2006-07 Ph.D.
2007-08
157
Classroom
University of Missouri
50
46
2004-05
2005-06
Lori Newcomer,
2006-07 Ph.D.
87
59
Classroom
48%
Drop
2007-08
University of Missouri