NJCIE Classwide Behavior Management

Oh Behave! Classwide Behavior
Assessment and Intervention
Presented by:
Karen Umstead, M.Ed, B.C.B.A
Beautiful Minds of Princeton
“Teach, Reach, & Expand Potential”
www.beautifulmindsofprinceton.com
beautifulminds@comcast.net
1

For more information:
Call: 1-800-675-2709
Email: beautifulminds@comcast.net
or Visit us:
2

Introductions
• Who am I
• Who are you
– Job position (Teacher, Related Service, Para, etc)
– Age range of students
– Functioning levels (where on the spectrum)
– Placement (Self-contained, Resource, In class)
Additional materials are at the end of your handout.
You can also email me for more details on some of
the strategies talked about
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KWL
• What do you know?
• What do you want to know?
• What are some specific problems you would
like to consider?
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I need some help
I need volunteers for our next activity.
If you are not a volunteer, you need to take out
something to write on (scrap paper) and something
to write with
Break into groups of 3 or 4. Every group should have
one of my special volunteers
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Communication Activity
You must communicate with your group.
You cannot speak or write (including numbers
and letters with fingers).
You’ll have 5 minutes. I’ll give you a warning
when there is only 2 minutes left.
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Function of Behavior
• Look at the function (why the behavior is
occurring)
• Four main reasons (EATS)
– Escape/Avoidance
– Attention
– Tangible (wants to get an item)
– Sensory

Function: To Gain
Attention
 Adult or peer
Tangible
Getting object, activity, event
Sensory Stimulation
Visual, Auditory, Smell, Movement, Touch,
Taste
All are maintained by positive reinforcement

Function: To Escape
Attention
 Adult or peer
Escape from
Task, setting, object, activity, event
Sensory Stimulation
Internal stimulation which is painful or
discomforting
All are maintained by negative reinforcement

• John sits down and begins tapping his pencil on the
desk. The teacher starts the lesson and John
continues to tap. He is asked to stop and he does.
While the class is reading their novel silently to
themselves, John starts to tap his pencil. Later on,
during free time, John is talking with his friends
and tapping his pencil on the desk.
10

• There are three computers in the classroom
for students to use when they finish their
work. Two students are using the computer
when Dylan finishes his last math problem.
He turns in his paper and turns around.
Another student has just sat down at the third
computer. Dylan yells “This is stupid! I was
supposed to go on that one! Get up!”
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• During the discussion of the schedule, Daniel calls out “I
don’t like that sport. I’m not going to play it”. Staff tell
Daniel to remember to raise his hand and that he needs
to try the sport. Daniel replies “I’m not gonna and
you’re not going to make me”. Staff reply “We can talk
about this later”. Daniel shouts out “I’ll talk about it
whenever I feel like it.” Staff ignores Daniel’s outburst
and continues the discussion. Daniel continues to call
out for another 5 minutes and then stops. The probable
function of his behavior is:
12

• The class is lining up to go to the sports activity. Justin
says he needs to go to the bathroom. An aide takes him
to the bathroom and then Justin says he doesn’t feel well
and needs to see the nurse because of his eye hurting.
The aide takes him to the nurse who puts eye drops in
his eyes and says he is fine to go back to the class. The
aide begins to walk Justin towards the gym. Justin
begins crying and saying “I can’t go.” He sits down on
the floor outside the gym and cries. The probable
function of his behavior is:
13

An interesting study
In a study by Martin, I. & Cramer M. (2005),
general education 3rd
graders were asked to do
copy a passage for 1 minute using their non-
dominant hand. Out of 98 students, 35 words
per min was the average. Martin & Cramer
surmised that this because the task was simple
(copying) and only required minimal mental
effort.
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The Passage
I will set a timer for one minute and you can copy it
with your non-dominant hand:
My class went on a trip to the zoo. My favorite
animal was the polar bear. Did you know that
polar bear’s skin is actually black? It helps to
trap the sun’s heat and keep it warm. I got to
watch the trainers feed fish to the polar bear. I
want to work there when I grow up.
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Fair & Equal
• Fairness does not mean that everyone gets the
same thing
• Fairness is everyone gets what he or she needs.
• If someone needs glasses to see, we don’t
expect everyone to use glasses.
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17
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
Tier 1

Think of your class
• What are you the behaviors you want to see?
• Remember you will need to
– Teach
– Reinforce
– Remind
• We will use these behaviors to develop your
classwide plan
18

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Target Behaviors
Clearly defined
Observable (describe it like I’m a blind man)
Must be an action that can be seen (internal
events do exist but cannot easily be measured
by outsiders)

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Target Behaviors
Measurable (can be counted or timed)
• Two people must be able to agree a behavior is
or is not occurring.
• Is it defined so clearly that a person unfamiliar
with the student could recognize the behavior
without any doubts?

21
Target Behaviors
Non-example:
• He’s throws a temper
tantrum
• He’s aggressive.
• She is non-compliant.
• Just calm down
• I want them to act
appropriately
Examples
• Aggression: verbal or physical violence towards
another person, slapping, kicking, hitting,
throwing items towards a person, pushing,
cursing (verbal and non-verbal), yelling.
• Non-compliance: refusing to work, not
following directions, failure to comply with class
routines, arguing, communicating in a
confrontational tone
• Staying calm: keeping my hands to myself,
asking for staff assistance when problems arise,
using “I feel” statements, taking deep breaths,
speaking in a neutral or quiet tone to peers and
staff, or using positive language about peers and
staff.
• Waiting my turn to speak raising my hand,
waiting for staff or peer’s to finish talking before
starting to speak.

22
(Close to Home c Reprinted with permission of Universal
Press Syndicate. All rights reserved.)

Defining Behavioral Expectations
• Tell the student what to do as opposed to what
not to do:
– Walk in the hallway instead of Don’t run in the
hallway
• Use action oriented words: Use kind words
• Define expectations in terms of what they look
and sound like. Meaning, what should you see
or hear the student doing/saying.
– Be Responsible in the cafeteria means cleaning up
your area
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Defining Behavioral Expectations
• Keep definitions to no more than 4 key expected
behaviors: Be Responsible in the cafeteria looks and sounds like:
• Have your ID ready
• Clean up your area
• Finish eating timely
• Define expectations for each location of the building
• Whenever possible have the same definition go
across locations:
– For example, keep hands, feet, and objects to yourself
could be applicable across all settings while wear safety
glasses may only be applicable in a metal or wood shop
class.
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Research Based Elements
• Routines are clearly established and taught
– Including arrival/dismissal
– Transition within and between activities
– Transitioning between locations
• Signals are established (e.g. attention,
correction)
• Active supervision (academically, physically,
verbally etc)
• DATA BASED DECISION MAKING!!!!!!!
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That’s Mrs. Crutchfield, and she’s here to make
sure that NOBODY runs with scissors!
THE IMPORTANCE OF MONITORING

Research Based Elements
• High ratio of positive to negative 4:1
– Consider tracking your + vs. – statements to find
out how much you emphasize the positive
• Active student engagement and responding
(e.g. frequent, choral responding, etc)
• Behaviors expected are clearly defined, taught,
and reinforced
• Problem behaviors are identified and
addressed
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Active Student Engagement
• Response Cards
– Preprinted (Yes/No, A/B/C/D/Other)
– Write-on
• Guided Notes
– Can require pictures or words
• Partner responding
• Choral responding
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Direct Instruction Learning Paradigm
What you do: Say: Who:
Model “My turn” Teacher
Lead “Do it with me”
Teacher and
Student
Test “Your turn” Student
Delayed Test “Starting over” Student
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Signaling
• Signal shows each child when to respond so
that each will give an independent response
and yet all children will respond together.
• Provide the instruction first (e.g. spell the
word frog) then signal
• Basic signals rules
– You talk first then signal
– You never signal when talking
– You always pause the same length of time between the end
of your talking and the signal for children to respond
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Direct Instruction Signaling
If students' eyes are on
the teacher
use a hand
drop signal
For example, "Say the seasons starting with
Winter." The teacher should have her hand
up in the stop position when she is talking
and drop her hand when she wants students
to respond.
If students' eyes are on
not on the teacher ( (e.g.
looking at pictures in their
workbooks)
use an audible
signal
Audible signals include finger snaps, taps
with the pencil, or claps that are stated after
the teacher provides the directive
If students are looking at
the teacher presentation
book
use a point-
touch signal
For example, if the teacher points to a ladder
in a picture and says, "This ladder is next to
the tree. Where is this ladder?" she would
tap the picture (or letter noted on the
picture), evoking a unison oral response
from the students.
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Choice Making
• Can a sense of personal control within the
limits defined by staff
• May not always be possible to give the student
a choice
• Can decide to plan for incorporation of choices
throughout the day/daily routines
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Choice Making
• Consider choices:
– Within Activities (choice of materials within an activity)
– Between Activities (opportunity to choose among different
activities)
– Refusal (choice to refuse participation in an activity)
– Who (choice of person(s) to be included/excluded in an
activity)
– Where (choice of location of an activity)
– When (at what time the activity should occur)
– Terminate (choice to end a particular activity)
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Think of your class
• What kind of system might you use?
– Interdependent, Dependent, Independent?
• How will you:
– Teach it
– Reinforce appropriate behavior
– Deal with problem behavior
– Monitor
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Group Behavior Plans
• 3 types commonly talked about
– Dependent (One for All )
– Interdependent (Together or Never)
– Independent (Every man for himself)
• Some can be adapted for an individual or
group

Dependent “One for All”
• All class members receive “reward”
• Dependent on the performance of section of
the class or individual
• Be aware peer pressure can work for you or
against you
• Can designate student or randomly decide at
the end of class

Inter-dependent
• Reward is delivered when ALL class members meet
the criterion
• Most conservative (e.g. most likely reinforcers are
delivered less frequently)
• Decide how data will be “collected”
– Group average
– Designated or randomly selected student

Independent
• Reward is only delivered to members of class
who meet the criterion
Example: Only member of the group who
brought in their homework are allowed to go
out to recess
Some consider this the most “fair”

Leveled Behavior Systems
• A level system lists and organizes behavioral
targets and their consequences in a kind of
hierarchy or set of levels.
• Can be long term progressive/consecutive
– Every day student can possibly move forward
within the level
• Can be daily/short-term
– the level you are on at the end of the day?
– the level you ended on the previous day?
• Can be successive or cumulative 46

Leveled Behavior Systems
• Can relate to small and/or large events (e.g.
playing computer, field trip)
• Can incorporate special privileges dependent
upon the level (e.g. ability to go into hallway
to another class; ability to work in groups)
• Can be related to zones within the classroom
(e.g. seating alone, in pairs, in groups, in bean
bags, etc)
47

Antecedent Interventions
• What can people do to prevent the behavior from
even occurring?
• Attention: provide attention for appropriate behavior,
allow student to work in group
• Escape: make sure the tasks presented at an
instructional level, structure the activity and include a
break
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Antecedent Interventions-
• Sensory: sensory breaks, allow students to receive
input in other ways, give students
headphones/earplugs for noise
• Tangible: Allow student to work towards tangible
object, allow student a set amount of time with
tangible object
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Typical Responses
Response to Academic
Problems
• Assume student has learned the
wrong way
• Assume student has been taught
(inadvertently) the wrong way
• Diagnose the problem
• Adjust presentation, use effective
instructional strategies, provide
feedback, practice & review
• Assume student has learned the
skill
Response to Behavior
Problems
• Assume student refuses to
cooperate
• Assume student knows what is
right and has been told often
enough
• Provide more negative
consequences (withdrawal,
maintaining removal)
• Assume student has learned
his/her lesson
Frequent Errors
Adapted from PATTAN workshop “Behavior-Instruction Connection”
51

Going on a Picnic
• I am going on a picnic. I would love for you to
come but you have to bring something.
• I am going to bring…..
• What are you going to bring?
52© BMOP 2010 www.beautifulmindsofprinceton.com

Direct Social Skills Instruction
Key components of effective social skills instruction:
Define the skill
Model the skill (example & non-example)
Role-play
Feedback
Another way to view it: 3-D approach
Discuss Demonstrate and Do (from Behavior Therapy Associates)
53

Direct Instruction
Think of a specific skill (e.g. greeting, dealing
with anger, etc)
Break down the skill into steps (task analysis)
Teach each of the skills
Generalize across settings, staff, materials
54

Following Directions
1. Listen carefully to the instructions
2. Ask questions about anything you
don’t understand
3. Repeat the instructions to yourself (or
the person)
4. Follow instructions
From Skillstreaming task analysis of Following Directions pg. 95
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Modeling & Role-Play
Modeling
– Show the correct way and the incorrect way
– Modeler should “talk aloud” about the steps they
are taking
Role-play
– Give students the opportunity to practice the skill
– Be as realistic as possible in creating situations
56

Feedback & Reinforcement
Feedback
– Peers and staff should give feedback on what the role-
play participants did well and areas for improvement
Reinforcement
– Behavior specific praise (“That was a great job
remembering to raise your hand”, “I like the way you
came and asked me for help”)
– Provide reinforcement as soon as possible after the
appropriate behavior
– Make sure the reinforcement is personally meaningful to
the individual
57

Curriculum Connections
How can I, the (fill in blank) teacher, teach social skills when I
have 50 million other things to teach as part of the curriculum?
What are you some ways you incorporate teaching new skills as
part of what you are already trying to teach?

Skill Acquisition
• What skills may need to be taught to help the
individual be successful?
• Attention: how to request attention from staff, when it
is okay to talk to peers, what to do if adult is busy at
that moment
• Escape: how to request help, how to request a break,
how to cope with frustration
59

Skill Acquisition
• Sensory: how to get needed input appropriately, what
to do when it is too noisy
• Tangible: waiting your turn, how to wait for object,
accepting no
60

Shaping
Encourage approximations that are better
than the one before it.
Student wants a ball:
Uhhh Bbbbb Baaaa Bawwl Ball
You want the student to sit quietly during reading:
Student sits 30 sec w/o talking, then 60 sec, then 2
min, 3 min, until all of reading time
62

Reinforcement-Definition
Anything that increases the likelihood that in the future the
behavior will occur
Are the following things reinforcing?
 M&M’s  Popcorn  Sesame Street
 Snickers  Flowers  Math
63

Game: “Shape that Behavior”
Veronica Volunteer loves it when people clap for
her. We can shape her behavior by clapping as
she gets closer to doing the desired behavior.
I need a volunteer to leave the room.
64

Ideas for reinforcers
• Edible
• Tangible/Possessional
• Activity
• Social
• Privilege
• Generalized (tokens, points, credit)
• Sensory

Asking about preferences
• Ask the Target Person
– Open-ended questions
• What would you like to work for?
– Asking about specific items
• How would you like to work for stickers?
– Choice format
• Would you rather work for things to eat or things to do?
– Rank order format
• Put these items/activities in order from which you’d like to work
for most to which you’d like to work for least.
66www.beautifulmindsofprinceton

Asking about preferences
• Offering Pre-task/Post-task Choices
– When you are finished working, you can play with
Battleship, checkers, or the computer
• Asking Others (caregiver, staff, etc)
– Ask caregivers to identify preferred items (stimuli)
• CONSIDER:
– What people say may not truly effect behavior
– Quickest but least accurate method
– May help in identifying item (stimuli) to “test”

Considerations: Reinforcers
• Consider novelty (keep things varied or new)
• Consider the function of the behavior
• Consider sensory preferences (e.g. likes playing
with toys with lights)
• Always think about connecting to natural reinforcers
• Consider what features of a reinforcer are reinforcing
(e.g. An award: is it the actual certificate, recognition
from adults and/or peers, the handshake/pat on the back
when receiving the award, getting something others are
not, etc.)
beautifulminds@comcast.net 68www.beautifulmindsofprinceton

Considerations: Reinforcers
• Consider age & interests of group/person (age
appropriate, typical, etc)
• Consider behavior to change and match the value
or effort (e.g. most difficult task with the most
preferred reinforcer)
• Ask the person/group! 
beautifulminds@comcast.n
et

Where to start?
• Consider the behavior you want to change and
determine how long student can be successful
• Example: If the behavior you want to reinforce
is sitting in your spot at circle, then you want
to take some data to find out how long student
can sit successfully
70

VERMI
• Value (restrict access to increase value)
• Effort (is what I earn worth what I have to do)
• Rate (what to be “just right” (not too much,
not too little)
• Magnitude (not too little or too big)
• Immediacy (not too long or too short)
71

Punishment-Definition
Anything that decreases the likelihood that in the future the
behavior will occur
Are the following things punishing?
 Going to office  Eating Nuts Drinking water
Cleaning Being yelled at  Math
72

Extinction
• Extinction is when reinforcement for a response is
discontinued. In other words, a response that was
previously reinforced, now is not reinforced.
• Many times when you stop reinforcing a behavior, it
will get worse initially (extinction burst)
• The response usually increases initially, but decreases
over time

Extinction Example
When a student calls out “I have a question”, the
teacher responds “What is your question?” Now,
the when the student calls out, the teacher ignores
the response, removing the reinforcement of
answering. The student will initially call out
more, until realizing that reinforcement is no
longer being delivered. At this point, the student
will begin to stop calling out.

ENFORCE YOUR
RULES CONSISTENTLY

Consequence
• What should people do when the behavior does
occur?
• Attention: planned ignoring, minimal attention for
correction (e.g. 1-2-3, warning cards), time-out
• Escape: taking away from time on preferred task,
physical prompting, skill prompting (take a break)
76

Consequence
• Sensory: redirect to appropriate ways of getting input,
coach/cue alternative strategies
• Tangible: object is withheld or taken away for a
period of time, other less desirable item is available if
necessary
77

Good Behavior Game
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PROGRAM:
•Divide class into groups
•Record a point for each time the unwanted (or wanted)
behavior is observed
•Team with the fewest points (or most points)wins
•OR any team with less (or more)than 5 points wins

Examples: Punch-Out
1. Give each student a punch card with his/her name on it.
Students keep the card at the corner of their desk.
2. Explain to students that they are able to earn a punch when
their target behavior is observed.
3. Show students the bulletin board on which they will staple
their full cards.
4. Circulate through the classroom punching student's cards.
When a student's card is punched they should also be given
a verbal praise.
5. Individual goals can be made or they can be targeted
toward the whole group. This also applies for the reward
system.

Mystery Motivators
• Pre-select several potential reinforcers and
explain the plan.
• A secret mystery motivator number will be written
down (option) and a mystery motivator derived from
their reinforcer inventories will be selected for the
day.
• Be CREATIVE!
• You may decide to place the number or motivator in a sealed
envelope on the board, use magic ink pens to make the number
appear, etc)
80

Mystery Motivators
• At the end of the preset time, you will reveal
the magic number.
• If students/team reached the number, the
motivator will be revealed.
• If not, the reinforcer remains a secret. Make
students aware of pre-set
81

More programs
• More mystery:
– Can place items inside plastic eggs
– Bury the item/reinforcer in a sand or rice bin
– Put items in a box, envelope
• Yes/No raffle
• Lottery
• Bingo
84

More Ideas
• Take a picture of reinforcer and cut it up into
puzzle pieces. When the student completes the
puzzle, then he earns the reinforcer
8686

More Ideas
• Have student spell out the word for the
reinforcer
87
B KER A

Get Creative!
• Make a Powerpoint slideshow
– Use animation
– Use favorite pictures (of pics of self)
– Use favorite characters
• Videos
– Youtube
– Specific sites (pbs kids, nick jr, disney, etc)
– Record video of student or fav people
• Let student talk about special interest
88

For more information:
Call: 1-800-675-2709
Email: beautifulminds@comcast.net
or Visit us:
89

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