Behavioral Strategies in the School Setting
Behaviors are purposeful. There is a reason a child is behaving the way they are. The behavior could be happening for a number of reasons: they have not been taught the appropriate behaviors; they are trying to escape an undesirable activity or interaction (e.g., difficult task, boring task, easy task, physical demand, non-preferred activity, specific peer or staff avoidance, response to reprimands); they are trying to get teacher and/or peer attention; they are trying to obtain a tangible item or activity; they are trying to escape or obtain certain sensory experiences (i.e., screams when hears loud noises; fidgety or overactive because they are hypo-sensitive to the environment). It is critical to identify the function or "why" of the behavior in order to adequately address and intervene the behavior.
Functions of Behavior
School-wide Positive Behavioral Interventions and Supports (PBIS) is a systems approach for teaching behavioral expectations in the whole school environment and focuses on reinforcing preferred or appropriate behaviors, while also minimizing the physical, environmental, and instructional elements that trigger challenging behaviors. Schools select 3-5 behavioral expectations that are individualized for their school. A matrix can then be created that details what positive, appropriate behaviors look like in different areas of the school (i.e., restroom, playground cafeteria, hallways, bus), and can be posted in different areas of the school where it can be visible to students and staff. Teachers can demonstrate and model appropriate behaviors with formal or informal lesson plans. Students will need to be reminded and prompted to following the behavioral expectations. Signs stating the school-wide rules throughout the school may be helpful to remind students of expected behavior. Keep the language simple so that children will have no difficulty understanding the expectations. Consider having visuals, such as cartoons or pictures, that convey the expectations for the younger students or non-readers. Specific verbal praise is extremely important in increasing the reoccurrence of appropriate behavior.
One method of increasing desired behavior is with a reinforcement system, often called a point system or token economy. A token economy involves rewarding ("reinforcing") behavior by giving a student tokens, chips, stickers, check marks, points, stars, or other items/markings to students who demonstrate appropriate/desired behaviors. "Caught Being Good" is an example of rewarding students exhibiting the appropriate behaviors. Some schools decide to give out small pieces of paper labeled as "gotchas" or a token relevant to their school (i.e., Tiger Paws, Spartan Dollars, etc.). If a student earns a certain number of "gotchas" in a certain period of time, they are given a reward, such as pizza party or selection from the "treasure chest." All staff can hand the gotchas with specific praise to students as they witness appropriate behaviors in the common areas, or students/classes can earn a gotcha during each class period. It's important to focus on earning the tokens, rather than losing the tokens. Positive behavior support focuses on positive reinforcement (i.e., rewarding appropriate behaviors). Keep things positive and continue to remind students of the school and classroom rules.
Research shows that positive consequences are more powerful than negative consequences for improving behavior. Therefore, it is always suggested that these interventions be tried prior to negative consequences. Using punishment to address behaviors does not teach the student a skill to use in the future. Once you know why a student's behavior is occurring, you are better able to teach a more appropriate way of responding (i.e., replacement behavior). This will serve the long-term interests of both student and teacher. This is not to say that consequences for poor behaviors are not used. Consequences are more than "punishment". They are the actions that follow the inappropriate behavior and can either help to increase or decrease inappropriate behaviors. PBIS views appropriate consequences as those that are effective in changing the student's inappropriate behavior. Schools plan for inappropriate behavior by matching the level of consequences to the severity of the problem behaviors and maintaining consistency across campus. Each school would decide how school-wide behavior will be rewarded and the level of consequences for problem behaviors, and teachers may have their own class-wide behavior management technique as well.
Schools should routinely problem-solve common, school-wide behavioral difficulties. How is your school documenting and progress monitoring behavior and reviewing this data? Is your school using Positive Behavioral Interventions and Supports (Tier 1)? Is there a team of individuals meeting regularly to evaluate and discuss behavior trends and strategy effectiveness? Are a large number of behaviors occurring in a particular setting (i.e., cafeteria, hallways, bathrooms, etc.)? How can behaviors be addressed in those settings to reduce inappropriate behaviors and increase appropriate behaviors? How is the data analyzed and used to implement strategies and interventions? What strategies or interventions are used for at-risk students (Tier 2)? Students with intensive needs (Tier 3)? How are those interventions reviewed and analyzed?
Below is an example of a school-wide problem-solving protocol that can be used to identify and address school-wide behavioral problems:
Below is an example of a school-wide problem-solving protocol that can be used to identify and address school-wide behavioral problems:
PBIS Problem-solving Protocol Sample | |
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Behavior Support in a Three-Tiered Model
It is critical for schools to use multi-tiered, problem-solving strategies to address the behavioral and social-emotional needs of all students. A preventative, problem-solving model assesses students' social-emotional needs and behaviors and provides adequate level of support to all students. When needed social-emotional/behavioral supports are provided in the school environment, students have continued opportunity to access the core curriculum and have a better chance to perform well academically. The tiered supports allow for early intervention before behaviors worsen, causing disruptions in the classrooms or putting the child at increased risk for serious social-emotional problems.
PBIS, as described above, is generally thought of as Tier 1 instruction, in a 3-tiered model. It is your universal support that is provided to all students in the school building. Ideally, this should be an effective behavioral strategy for about 80% of the students. At this level, population-based data would be used to identify school-wide needs and to directly teach positive social, emotional, or behavior skills. There will be a number of students who are at-risk for behavioral difficulties and will require more intensive social-emotional and behavioral support. Data collection for Tier 1 is often number of office discipline referrals, out of school suspensions, in school suspensions, bus discipline referrals, and bus suspensions. At Tier 2, students may receive social skills training, anger management, organization skills training, a mentoring, or other small group intervention strategy. These students are at-risk and their needs can usually be met in small group or with classroom modifications/accommodations. When those strategies are ineffective and the student is at intensive risk for behavioral difficulties, Tier 3 interventions are needed. These are more intensive, more frequent, and more individualized for the student. This could include one-on-one counseling, a behavior contract, a behavior intervention plan, etc. At this level of support, a multi-disciplinary team usually meets to problem-solve the behaviors and come up with an intervention plan specific to the student. A Functional Behavioral Assessment can be completed by the team to determine the function of behavior, triggers, and consequences of the behaviors in order to identify appropriate replacement behaviors and brainstorm strategies for intervention.
It is critical for schools to use multi-tiered, problem-solving strategies to address the behavioral and social-emotional needs of all students. A preventative, problem-solving model assesses students' social-emotional needs and behaviors and provides adequate level of support to all students. When needed social-emotional/behavioral supports are provided in the school environment, students have continued opportunity to access the core curriculum and have a better chance to perform well academically. The tiered supports allow for early intervention before behaviors worsen, causing disruptions in the classrooms or putting the child at increased risk for serious social-emotional problems.
PBIS, as described above, is generally thought of as Tier 1 instruction, in a 3-tiered model. It is your universal support that is provided to all students in the school building. Ideally, this should be an effective behavioral strategy for about 80% of the students. At this level, population-based data would be used to identify school-wide needs and to directly teach positive social, emotional, or behavior skills. There will be a number of students who are at-risk for behavioral difficulties and will require more intensive social-emotional and behavioral support. Data collection for Tier 1 is often number of office discipline referrals, out of school suspensions, in school suspensions, bus discipline referrals, and bus suspensions. At Tier 2, students may receive social skills training, anger management, organization skills training, a mentoring, or other small group intervention strategy. These students are at-risk and their needs can usually be met in small group or with classroom modifications/accommodations. When those strategies are ineffective and the student is at intensive risk for behavioral difficulties, Tier 3 interventions are needed. These are more intensive, more frequent, and more individualized for the student. This could include one-on-one counseling, a behavior contract, a behavior intervention plan, etc. At this level of support, a multi-disciplinary team usually meets to problem-solve the behaviors and come up with an intervention plan specific to the student. A Functional Behavioral Assessment can be completed by the team to determine the function of behavior, triggers, and consequences of the behaviors in order to identify appropriate replacement behaviors and brainstorm strategies for intervention.
Schoolwide Behavior Tools
Classwide Behavior Tools
Individualized Behavior Tools
When documenting behavior interventions, be sure to define the inappropriate behavior in way that is easily observable and measurable.
For example, instead of saying "student is defiant" rephrase it by saying "student often refuses to initiate or complete classwork that when it is presented, and will ball up worksheet and throw it in the trash or across the room." Instead of saying "student is aggressive," say "student hits and throws objects at peers following negative social interactions." By being specific and descriptive, it will be much easier for anyone looking at that plan to read and understand the targeted behavior that needs to be observed. The same is true when defining the replacement behavior (e.g., "student will begin classwork within 3 minutes of receiving directions;" "student will walk away from negative social interactions;" "student will keep his hands and feet to himself at all times;" "student will raise his hand when he needs help"). Sometimes behavior plans are implemented across different school or classroom settings, and it is important that all staff who have interactions with the student can understand the specific behaviors to observe, so that it is not ambiguous or subjective.
Another important aspect is whether or not the behavior is measurable. By clearly defining the observable behavior, it is much easier to measure it. The next section describes different methods of measurement, and which method is appropriate for certain types of behaviors.
For example, instead of saying "student is defiant" rephrase it by saying "student often refuses to initiate or complete classwork that when it is presented, and will ball up worksheet and throw it in the trash or across the room." Instead of saying "student is aggressive," say "student hits and throws objects at peers following negative social interactions." By being specific and descriptive, it will be much easier for anyone looking at that plan to read and understand the targeted behavior that needs to be observed. The same is true when defining the replacement behavior (e.g., "student will begin classwork within 3 minutes of receiving directions;" "student will walk away from negative social interactions;" "student will keep his hands and feet to himself at all times;" "student will raise his hand when he needs help"). Sometimes behavior plans are implemented across different school or classroom settings, and it is important that all staff who have interactions with the student can understand the specific behaviors to observe, so that it is not ambiguous or subjective.
Another important aspect is whether or not the behavior is measurable. By clearly defining the observable behavior, it is much easier to measure it. The next section describes different methods of measurement, and which method is appropriate for certain types of behaviors.
Behavioral Data Collection and Progress Monitoring
There are different types of behavioral data collection methods you can use, and the one you choose will depend on how often or frequent the behavior occurs and the goal you have set (e.g., a decrease in number of tantrums or calling out; increase in raising hand; decrease in time it takes to get out needed materials or begin classwork).
Frequency and Rate
These methods involve counting the number of times a behavior occurs in a specific time
period. Use these methods if the behavior can be easily counted and the behavior has a clear
beginning and end. Do not use these methods if the behavior is occurring at such a high rate
that an accurate count is impossible (e.g., pencil tapping) or the behavior occurs for extended
periods of time (e.g., 2 tantrums, but the duration of each tantrum is one hour).
A frequency measure should be used only when the length of observation time is consistent
from day to day (e.g., always 2 hours). A rate measure should be used if the length of observation time varies from day to day (e.g., 60 minutes on Monday, 300 minutes on Tuesday).
These methods involve counting the number of times a behavior occurs in a specific time
period. Use these methods if the behavior can be easily counted and the behavior has a clear
beginning and end. Do not use these methods if the behavior is occurring at such a high rate
that an accurate count is impossible (e.g., pencil tapping) or the behavior occurs for extended
periods of time (e.g., 2 tantrums, but the duration of each tantrum is one hour).
A frequency measure should be used only when the length of observation time is consistent
from day to day (e.g., always 2 hours). A rate measure should be used if the length of observation time varies from day to day (e.g., 60 minutes on Monday, 300 minutes on Tuesday).
Daily Frequency Rate Data Sheet | |
File Size: | 11 kb |
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Weekly Frequency Rate Data Sheet | |
File Size: | 12 kb |
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Monthly Frequency Data Sheet and Graph | |
File Size: | 16 kb |
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Duration
This method documents the length of a behavior by recording the time the behavior begins and
ends. Use this method if your primary concern is the length of time the student engages in the
behavior and the behavior has a clear beginning and end. Do not use this method if the behavior
occurs at a high frequency or the behavior starts and stops rapidly.
This method documents the length of a behavior by recording the time the behavior begins and
ends. Use this method if your primary concern is the length of time the student engages in the
behavior and the behavior has a clear beginning and end. Do not use this method if the behavior
occurs at a high frequency or the behavior starts and stops rapidly.
duration_data_-_version_1.pdf | |
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Duration Data - Version 2 | |
File Size: | 12 kb |
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Interval
The observer divides the observation period into a number of smaller time periods or intervals,
observes the student throughout each interval, and then records whether the behavior occurred or
not in that interval. This method is considered a partial interval method and it is useful for
understanding how behaviors are distributed across an observation. Use this method if the
behavior occurs at a high frequency or if the behavior occurs continuously. Do not use this method
if the behavior is a low frequency behavior.
Interval recording often takes less time and effort, especially if the behavior occurs at a high
frequency, because the observer records the behavior only once during the interval, regardless of
how many times the behavior occurs. However, interval recording only provides an estimate of the
actual number of times that a behavior occurs. If the intervals are too long (e.g., 1 hour), the
results can overestimate the frequency of behavior. The shorter the interval, the more accurate
representation of how often the behavior is occurring.
The observer divides the observation period into a number of smaller time periods or intervals,
observes the student throughout each interval, and then records whether the behavior occurred or
not in that interval. This method is considered a partial interval method and it is useful for
understanding how behaviors are distributed across an observation. Use this method if the
behavior occurs at a high frequency or if the behavior occurs continuously. Do not use this method
if the behavior is a low frequency behavior.
Interval recording often takes less time and effort, especially if the behavior occurs at a high
frequency, because the observer records the behavior only once during the interval, regardless of
how many times the behavior occurs. However, interval recording only provides an estimate of the
actual number of times that a behavior occurs. If the intervals are too long (e.g., 1 hour), the
results can overestimate the frequency of behavior. The shorter the interval, the more accurate
representation of how often the behavior is occurring.
30 Minute Weekly Interval Data Sheet | |
File Size: | 13 kb |
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Activity Daily Interval Data Sheet | |
File Size: | 28 kb |
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Latency
Use latency recording if you are interested in measuring the time that it takes for the student to respond to a prompt. For example, if a teacher makes a request for a student to put an activity away, the observer would be interested in the length of time it takes for the student to comply with the request. Use this method if the opportunity and the behavior have a clear beginning and end.
Examples of behaviors where you might want to measure latency include how long it takes to go
sit at one’s desk, how long it takes to take out materials, how long it takes to begin writing, etc.
Use latency recording if you are interested in measuring the time that it takes for the student to respond to a prompt. For example, if a teacher makes a request for a student to put an activity away, the observer would be interested in the length of time it takes for the student to comply with the request. Use this method if the opportunity and the behavior have a clear beginning and end.
Examples of behaviors where you might want to measure latency include how long it takes to go
sit at one’s desk, how long it takes to take out materials, how long it takes to begin writing, etc.
Latency Data | |
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Behavior Rating Scales
The BRS is a team-developed measure to assist in collecting data on the student’s targeted behaviors. The BRS is a simple, flexible, easily adjusted tool for daily data collection. There are three key areas to be addressed when developing the BRS. First, the team must have well-defined, operational definitions for each target behavior. Second, they will need to decide on the best method for measuring those behaviors by focusing on the area of greatest concern; how often the behavior occurs, how long the behavior lasts, or the behavior’s intensity. Finally, the team will need to establish appropriate anchor points for recording the target behaviors. It is essential for the team to determine the most effective and accurate way to measure and record the student’s behavior since the information obtained throughout the data collection process will allow the team to make appropriate decisions when completing the functional behavior assessment and developing the behavior intervention plan.
The BRS is a team-developed measure to assist in collecting data on the student’s targeted behaviors. The BRS is a simple, flexible, easily adjusted tool for daily data collection. There are three key areas to be addressed when developing the BRS. First, the team must have well-defined, operational definitions for each target behavior. Second, they will need to decide on the best method for measuring those behaviors by focusing on the area of greatest concern; how often the behavior occurs, how long the behavior lasts, or the behavior’s intensity. Finally, the team will need to establish appropriate anchor points for recording the target behaviors. It is essential for the team to determine the most effective and accurate way to measure and record the student’s behavior since the information obtained throughout the data collection process will allow the team to make appropriate decisions when completing the functional behavior assessment and developing the behavior intervention plan.
Behavior Rating Scale | |
File Size: | 30 kb |
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Daily Behavior Rating Standard Form | |
File Size: | 95 kb |
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Daily Behavior Rating Smiley Face Form | |
File Size: | 98 kb |
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Websites
Forms you can use:
http://ecac-parentcenter.org/userfiles/PTI/Resource%20pages/NEW%20PBIS/The%20Problem%20Tracker.pdf
http://ecac-parentcenter.org/userfiles/PTI/Resource%20pages/NEW%20PBIS/What%20Happened%20Today.pdf
Strategies to improve behavior:
http://www.worksupport.com/documents/10things4.pdf
http://www.interventioncentral.org/behavioral-intervention-modification
http://ec.ncpublicschools.gov/instructional-resources/behavior-support/interventions/intervention-definitions.pdf
http://www.additionalneeds.net/Challenging_Behaviour/whyoccurs.htm
http://www.behavioradvisor.com/
Behavior Intervention Guides:
http://www.escambia.k12.fl.us/pbis/rtib/Behavior%20Intervention%20Guide-9.13.pdf
Documenting and progress monitoring behavior:
http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf
http://www.directbehaviorratings.org/cms/index.php/assessment/2-uncategorised/13#groupS
Other Resources:
http://ec.ncpublicschools.gov/instructional-resources/behavior-support
http://www.ncpublicschools.org/positivebehavior/
http://www.apbs.org/
http://www.pbis.org/
http://www.rtinetwork.org/learn/behavior-supports
http://flpbs.fmhi.usf.edu/coachescorner.cfm
http://flpbs.fmhi.usf.edu/
http://ecac-parentcenter.org/userfiles/PTI/Resource%20pages/NEW%20PBIS/The%20Problem%20Tracker.pdf
http://ecac-parentcenter.org/userfiles/PTI/Resource%20pages/NEW%20PBIS/What%20Happened%20Today.pdf
Strategies to improve behavior:
http://www.worksupport.com/documents/10things4.pdf
http://www.interventioncentral.org/behavioral-intervention-modification
http://ec.ncpublicschools.gov/instructional-resources/behavior-support/interventions/intervention-definitions.pdf
http://www.additionalneeds.net/Challenging_Behaviour/whyoccurs.htm
http://www.behavioradvisor.com/
Behavior Intervention Guides:
http://www.escambia.k12.fl.us/pbis/rtib/Behavior%20Intervention%20Guide-9.13.pdf
Documenting and progress monitoring behavior:
http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf
http://www.directbehaviorratings.org/cms/index.php/assessment/2-uncategorised/13#groupS
Other Resources:
http://ec.ncpublicschools.gov/instructional-resources/behavior-support
http://www.ncpublicschools.org/positivebehavior/
http://www.apbs.org/
http://www.pbis.org/
http://www.rtinetwork.org/learn/behavior-supports
http://flpbs.fmhi.usf.edu/coachescorner.cfm
http://flpbs.fmhi.usf.edu/