1
The Center for Community Engagement at Arkansas State University
Positive Behavioral Interventions & Supports: Responding to Inappropriate Behavior
Tier I Module 6 Handbook
2
This PBIS Tier I Handbook was created to accompany the online video module RTI
Arkansas: Preparing for PBIS (IAC17034) or the online video module titled
Responding to Inappropriate Behavior (located on A-state PBIS website at
http://cce.astate.edu/pbis/getting-started/). These online modules are best
supported when used in conjunction with live PBIS Tier I training workshops. This
handbook will guide teams as they work through the implementation process.
Much of the material for this handbook is taken or copied directly
from (or based on) the resources and work of
Michigan's Integrated Behavior and Learning Support Initiative
(https://miblsi.org/)
Missouri Schoolwide Positive Behavior Support (http://pbismissouri.org/)
OSEP Technical Assistance Center for PBIS (www.pbis.org)
Individual Schools, School Districts, or States, as referenced throughout
the Handbook
Note: “LINK:” Denotes an item/document/template that is conveniently
hyperlinked to a page on either our website (http://cce.astate.edu/pbis), or
another website.
3
Table of Contents
Positive Behavioral Interventions and Supports Responding to Inappropriate Behavior
Tier I Module 6 Handbook
Responding to Inappropriate Behavior
CONTENT Page
Why develop consistent responses to inappropriate behavior?
4
Example of T-chart 5 T-chart template 6
Office discipline referral forms 7-14 Example of procedural flowchart 15
Procedural flowchart template 16
Examples of responses and strategies 17-20 Discussion questions 21
Resources 22
4
Why develop consistent practices & appropriate consequences
to respond to problem behaviors?
What teachers told us they wanted:
For their school as a whole group to be consistent To have consistency throughout the building To be on the same page through whole building To have the same rules for classrooms and activities-everywhere To be on the same page as everyone
“Unfortunately, most of the practical techniques used by teachers to respond to acting-out children are only of limited effectiveness and some, such as reprimands,
arguing, and escalated hostile interactions, can actually strengthen the behavior they are intended to suppress
or terminate.”
Hill Walker, 2000
When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes.
- Randy Sprick,
Safe and Civil Schools
- PBIS Implementation Survey from one Arkansas Elementary School 2014
Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools
5
Example of T-Chart
Adapted from Milwaukee Public Schools: http://mps.milwaukee.k12.wi.us/en/Families/Family-Services/Intervention---PBIS/PBIS.htm
6
LINK: T-Chart of Behavior
http://cce.astate.edu/pbis/tier-i-resources/
TEACHER MANAGED
BEHAVIORS
OFFICE MANAGED
BEHAVIORS
7
What should an Office Discipline Referral Form contain?
Student involved
Grade of student involved
What was the problem behavior
Description of incident
When it happened (date AND time of day)
Location where it happened
Others that were involved
Perceived motivation behind behavior
Referring staff
Action taken
8
LINK: SWIS Office Referral Form Example 1
Minor Referral
Staff Managed
Major Referral
Administrator Managed
Entered into SWIS: Yes No
Referral ID: __ __ __ __ __ __ __ __
Student:
Grade: 6 7 8
Referring Staff:
Date:
Time:
Location: Classroom Hallway Playground Cafeteria Bus Gym Office Restroom
Commons Library Music Room Off-Campus Art Room Bus Loading Zone Computer Lab
Assembly/Field Trip Parking Lot
Minor Problem Behavior: Disrespect Defiance Disruption Physical Contact/Physical Aggression
Tardy Inappropriate Language Property Misuse Dress Code Violation Technology Violation
Major Problem Behavior: Defiance/Non-Compliance Physical Aggression Disruption Disrespect
Inappropriate Language Tardy Skip Class Bullying Fighting Inappropriate Location Truancy
Forgery/Theft/Plagiarism Technology Lying/Cheating Dress Code Violation
Inappropriate Display of Affection Gang Affiliation Display Bomb Threat/False Alarm Arson
Use/Possession of (circle one): Tobacco Drugs *Weapons Combustibles Alcohol
*If a weapon was involved, please note the weapon type/size: _________________________________________________
Harassment (circle type): Gender Ethnicity Sexual Race Religion Disability Physical Characteristics
Perceived Motivation: Obtain Peer Attention Obtain Adult Attention Obtain Item/Activity
Avoid Peer(s) Avoid Adult Avoid Task/Activity
Others Involved: None Peers Teacher Staff Substitute Other Unknown
Action Taken: Alternative Placement Time Out/Detention Conference with Student Loss of Privilege
Time in Office Individualized Instruction Additional Attendance/Saturday School Bus Suspension
Restitution Community Service Other Action Taken Parent Contact (contact type: ______________________)
In-School Suspension ( ½ day increments): ___.___ days Out-of-School Suspension: ( ½ day increments): ___.___ days
Expulsion
Notes: _______________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Taken from https://www.pbisapps.org/Pages/Default.aspx
9
Show Respect
Make good decisions
Solve problems
SWIS Demo School Referral form Descriptions
Minor vs. Major Behavior Clarifications
Referral
form
Example 2
Date: ______________ Time: ____________ Referring Staff: ______________________________
Student: _____________________________ IEP 504 Class: _____________ Grade: _____
Location:
Classroom Gym Music Room Special Event/ Assembly/ Field Trip
Hallway/Breezeway Office Off-Campus Parking Lot
Playground Bathroom/Restroom Art Room Locker Room
Cafeteria Common Area
Bus Loading Zone Vocational Room
Bus Library Computer Lab Other:
Notes:
Problem Behaviors (check the most intrusive): Please Refer to the Referral Form Descriptions for clarification on minor vs. major referrals
Minors (Teacher Managed): Major (Office Managed):
Disrespect Disrespect (Blatant or Excessive, Defiance, Leaving Assigned Area, Forgery, Ongoing Pattern)
Disruption Disruption (Yelling excessively, Pattern of Teacher not being able to teach or children learn, excessive tardy)
Dress Code Dress Code (Ongoing Pattern, Gang Related)
Inappropriate Language Inappropriate Language (Blatant or Excessive, Severe Bullying – Verbal, Harassment, Intimidation)
Property Damage/Misuse Property Damage/Misuse (Excessive, Permanent, Vandalism)
Physical Contact Physical Contact (Fighting/Repeated Physical Aggression, Loss of Control Out of Anger, Intent to Harm)
Technology Violation Technology Violation (Accessing “off limit”, inappropriate websites, bullying/harassment on school equipment)
Other: Other:
Notes:
Possible Motivation: Teacher or Staff Member Follow-Up Decisions (check the most serious): Avoid Adult(s) Time Out (Give a break, Sensory Accommodation)
Avoid Peer(s) Conference with Student (Problem-Solving, Class Meeting, Mediated Student Conversation)
Avoid Task(s)/Activities/Sensory Instruction (Teach Correct Behavior, Reteach, Behavior Plan Implemented w/ Fidelity)
Obtain Adult(s) Parent (Contact, Conference)
Obtain Peer(s) Other (RESET Opportunity, Modify Environment/Expectations)
Obtain Task(s)/Activities/Sensory Other:
Others Directly Involved:
None Unknown Peer(s) Substitute: Staff Member:
Administrative Decision (if referred to Dean’s office):
Time Out (Detention, Time in Office) Loss of Privilege(s)
Conference with Student (Problem-Solving, Mediation) In-School Suspension:
Restitution (Apology, Community Service) Out of School Suspension:
Parent (Contact, Conference) Other:
Instruction (Teach Correct Behavior, Reteach, Restorative Solution)
Notes:
Taken from https://www.pbisapps.org/Pages/Default.aspx
10
SWIS Office Referral Form Example 3 WHITE COPY: To the Office YELLOW COPY: To Homeroom Teacher
SWIS Office Discipline Referral Form
Student ______________________ Grade ___ Staff ___________________ Date _______ Time ___:___
Location
Classroom Cafeteria Restroom A B C Library
Hallway East West Bus Loading Zone Common areas Special Event/Field Trip
Playground Gym Other: __________________________________________
Problem Behaviors Circle the most intrusive. Check one to three secondary behaviors if applicable. MINOR MAJOR
Defiance/ disrespect/ non-compliance
Defiance/ insubordination/ non-compliance
Bullying Tobacco
Fighting Drugs
Disruption Disruption Technology violation Gang Display
Disrespect Disrespect Inappropriate location/ out of bounds area
Weapons
Knife : < 6”
Knife : > 6”
gun
other: __________
Physical contact Physical aggression
Tardy Tardy Skipping Truancy
Inappropriate lang. Abusive lang./ inappr. lang./ profanity
Forgery/ theft/ plagiarism
Property misuse
Dress code Harassment
disability race
ethnicity religion
gender sexual
physical other
Inappropriate display of affection
Bomb threat/ false alarm
Technology
Other: _________________ Lying/ cheating Arson
Dress code Property damage
Other: ____________________________________________
Possible Motivation
Obtain Peer Attention Obtain Items/ activities Obtain Adult Attention Other
Avoid Peer Attention Avoid Tasks/ activities Avoid Adult Attention Unknown
Others involved:
None Peers Teacher Staff Substitute Unknown Other: _______________________
Restraint/ Seclusion: None Restraint Seclusion Restraint & Seclusion
Action(s) Taken Circle the most severe. Check one to three secondary behaviors, if applicable.
Time out/ detention Out-of-sch. Susp. ____ days Additional attendance Expulsion ____ days
Confer. w/ student Parent contact Bus suspension Alternative Placement
In-sch. susp. ____ days Time in office Restitution Action Pending
Loss of privileges Individual instruction Community service Other: ______________
Notes: Taken from https://www.pbisapps.org/Pages/Default.aspx
11
SWIS Office Referral Form Example 4
Office Referral Form
Minor Problem Behavior Major Problem Behavior Possible Motivation
Defiance
Disruption
Disrespect
Physical Contact
Tardy
Inappropriate Language
Property Misuse
Dress Code
Electronic/Tech. Violation
Other __________________________
Defiance
Disruption
Disrespect
Abusive Language
Harassment
Fighting
Electronic/Tech. Violation
Property Damage
Lying/ Cheating
Dress Code
Inappropriate Display of Affection
Other _________________________
Get:
Peer Attention
Adult Attention
Item/Activity
Avoid
Peer Attention
Adult Attention
Item/Activity
Action Taken
Time Out/Detention
Conference with Student
Loss of Privileges
Parent Contact
Individualized Instruction
In-School Suspension (_______hours/days)
Out-of-School Suspension (_______hours/days)
Action Pending
Other _________________________________________
Others involved in incident: None Teacher Substitute Unknown
Peers Staff Other _________________________
Other Comments:
I need to talk to the students’ teacher I need to talk to the administrator
Parent Signature: ___________________________________________ Date: ___________________
Name: ___________________________________________________
Date: _____________________ Time: _________________
Teacher: ____________________________________________
Grade: K 1 2 3 4 5
Referring Staff: ______________________________________
Location
Classroom Hallway
Playground Cafeteria
Bathroom Library
Other ________________________________
Taken from https://www.pbisapps.org/Pages/Default.aspx
12
SWIS Office Referral Form Example 5 Major Office Discipline Referral Form
Name: Grade: Date:
Referring Staff: Time of incident:
Others involved: No One Peers Teacher Staff Substitute Unknown
Check 1-2 behaviors as applicable. Circle the primary behavior.
Major Problem Behavior: Location: Perceived Motivation
Defiance/Disrespect Classrooms Attention from peers
Physical Aggression Hall Attention from adults
Disruption Playground Obtain item/activity
Abusive Language Cafeteria Avoid peers
Tardy Bathroom Avoid adults
Harassment Bus Loading Zone Avoid work/activity
Fighting Commons Don’t know
Electronic Violation Don’t know
Other: _______________________
Dress Code
Other: _______________________
Other: ______________________
*Please avoid using “don’t know” or “other” whenever possible. Thanks. ~PBIS Team
Action(s) Taken:
Time Out/Detention Conference w/ student In-School Susp. _____ days
Loss of Privilege(s): ____________________________________ Out-of-School Susp. ____ days
Parent Contact
Other: ___________________________________________________________
What happened?
Follow up Agreement
Name:
Date:
1. What rule(s) did you break? (Circle) Be Safe Be Respectful Be Responsible 2. What will you do differently next time? (Continue on back as needed)
Student Signature: Adult Signature:
Taken from https://www.pbisapps.org/Pages/Default.aspx
13
SWIS Office Referral Form Example 6
School Name: __________________________________ Incident Type: ____Minor ____Major
Student Name: ________________________________ Student #:________________ M / F Grade:______
Date:_____/_____/_____ Time:______:______ Reported by:___________________ Incident #:___________
Incident Site ___(01) Classroom ___(05) Office ___(09) Restroom ___(12) Bus Loading ___(14) Off Campus
___(02) Playground ___(06) Hllwy/Brzwy ___(10) Gym ___(15) On Bus ___Other
___(03) Commons ___(08) Cafeteria ___(11) Library ___(13) Parking Lot
Administrative Action ___(01) Time in office ___(21) Comm. Svc:
_______________________ ___(28) Suspension (See Box Below)
___(04) Conference Student ___(22) Restitution ___(30) Bus Suspension ___(05) Conference Parent ___(23) Apology Letter ___(35) Expulsion recommendation
___(12) Privilege Loss ___(26) Reteach Rule ___Other__________________________________
___(18) Detention on ____/____/____
Truancy filed: ____District _____County
Explanation of action taken: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________
Date Action assigned: ____/____/____ Assigned by: ________________________________________________ Parent contacted Y / N Phone #:_____________________ Date: ____/____/____ Time:______:______
Incident/Offense Type Motivation Previous Action by Staff Major Minor ___(01) Avoid adults ___ Verbal reprimand/warn. ___(01) ___(58) Inappropriate Language ___(02) Avoid peers ___ Parent contact
___(03) ___(59) Fighting ___(03) Avoid task/activity ___ Student conference ___(07) ___(60) Disrespect/Non-
compliance ___(04) Obtain adult attn. ___Parent Conference
___(09) Cheating ___(05) Obtain peer attn. ___ Detention ___(22) Bullying/Harassment ___(06) Obtain items/activities ___Referral ___(65) Teasing/Name calling ___(30) ___Other_______________________ ___(23) ___(61) Disruption ___Other__________________________ ___(24) Tardy/Attendance Members Involved ___(32) ___(63) Theft ___Staff ___None ___(50) ___(62) Vandalism ___Peers ___Unknown ___(38)Tobacco ___(39)Alcohol ___(40)Drugs ___Guest Teacher
___(53)Weapon: Type______________________________
___(57) ___(70) Other
Incident Description:
Taken from https://www.pbisapps.org/Pages/Default.aspx
14
Notice of Suspension from School
___ In-School ___ Out-of-School # of days:_______________
Beginning Date:_____/_____/_____ Return Date:_____/_____/_____ *____ Conference required return to school
Students are not allowed on district grounds during their suspension. It is the responsibility of the student, parent, or guardian to request assigned work.
Student Signature:______________________________________ School Official Signature:_________________________________
Taken from https://www.pbisapps.org/Pages/Default.aspx
15
Example of a flowchart
Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools
17
Example: Responding to Problem Behavior (Create consistency in behavior definitions & responses to behavior)
Level Behaviors Minors & Majors
Examples such as: Intensity Adult Interactions Documentation
Level 1 • Refusal to follow directions • Scowling • Crossing arms • Pouting
Behavior is confined only to the focus student.
• Ignore • Proximity • Nonverbal signals
No documentation required
Level 2 • Slamming textbook closed • Dropping book on the floor • Name calling • Using inappropriate language
Behavior disrupts others in the student’s immediate area
• Proximity • Redirect • Reteach • Provide Choice
Record as a minor
Level 3 • Throwing objects • Yelling • Open defiance of teacher
directions • Leaving the classroom
Behavior disrupts everyone in the class.
• Proximity, Redirect, Reteach, Provide Choice
• Student Conference • May include a
consequence to decrease behavior (refer to menu)
• Provide environmental supports
• Increase prevention strategies
These behaviors may require an office interaction.
Level 4 • Throwing objects • Yelling • Open defiance of school
personnel’s directions • Leaving school campus
Behavior disrupts other classrooms or common areas of the school.
• Assess child’s level of escalation.
• Use response strategies to de-escalate.
These behaviors do require an office referral. Consider restitution Make home contact
Level 5 • Display of weapons • Assault on others
Behavior causes or threatens to cause physical injury to student or others.
Implement the safety plan immediately (Ex: Assess safety of all involved parties to determine to remove student or class)
Automatic office referral Restitution Home contact
LINK: http://pbismissouri.org/teams/discouraging-inappropriate-behavior/
18
Strategies to Manage Minor Behaviors
Strategy Explanation Example
Proximity Every teacher knows how effective it is to stand near a student who is having difficulty. This technique is the strategic placement/movement by the teacher in order to encourage positive behavior. The teacher is a source of support and strength and helps the student to control his impulses by proximity.
When Alan is off task or talking, the teacher continues to teach the group while, at the same time, moving toward Alan or even standing next to him for a moment. Once Alan brings his behavior in line, brief specific feedback will help to maintain the desired behavior, “Thanks, Alan for showing respect with your attention.”
Signal Non-verbal Cue
Teachers have a variety of signals that communicate to the student what is expected. These non-verbal techniques include such things as eye contact, hand gestures, a card system, picture cues, etc. Such simple cues suggest that the teacher is aware of the student’s behavior and is prepared to intervene if the behavior continues. This works best when the teacher has a relationship with the student(s) and the non- verbal cues have already been taught to the group.
When Sarah begins talking to her neighbor, the teacher glances in her direction and holds the look until she is again quiet and attending. The teacher then praises Sarah for her attention.
The group of students is getting restless. The teacher uses her hand signal to regain their attention, then praises the group and reminds them of the expectations for independent work time.
Ignore/Attend/Praise This technique is based on the power of praise or specific positive feedback. The teacher praises an appropriately behaving student in proximity to the inappropriately behaving student. The praise serves as an indirect prompt for the misbehaving student and reinforcement for the one behaving appropriately. When the student exhibits the appropriate behavior, attention and praise is then provided.
James is off-task during independent work time. The teacher briefly ignores James, and specifically praises a student nearby who is on task, “Good work Larry. You are working right away on your assignment.”
When James begins to get back to work, the teacher then, immediately praises him: “Thanks, James for being on task, you’ll be sure to get your work done.”
Restitution “Involves having the student compensate for any damage that is a result of his/her actions. Restitution is required to repair any damage done, restore the environment to its original condition, or make amends to persons who were affected by the behavior (Scheuermann & Hall, 2012; p. 453)
“Marco, you left trash on the floor in the restroom. Please go back and put the trash in the trashcan.”
“Mary you were disrespectful to other student’s work on the bulletin board. You need to help pin the work back up on the bulletin board.”
Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools
Originally from: http://pbismissouri.org/wp-content/uploads/2015/11/Tier-1_2016_Ch.-6.pdf
19
Strategy Explanation Example Re-Direct This strategy employs a very brief, clearly
and privately stated verbal reminder of the expected behavior. A re-direct includes a specific restatement of the schoolwide, non-classroom or classroom rule/procedure. A redirect emphasizes the “what” of the behavior instead of the “why.”
“Jason, please begin your writing assignment.” (Later) “Nice job being responsible, Jason, you have begun your assignment.”
Re-Teach Re-teaching builds on the re-direct above and re-teaches the specific expectation in question and reminds of the procedures or routine for doing so. It capitalizes on the teachable moment to review the expectation more thoroughly yet briefly. As in all instruction, you label the skill, teach and show, and give the student the immediate opportunity to practice demonstrating the behavior. Once the student uses the appropriate behavior, specific positive feedback should follow.
“Jason, you need to be responsible by being on-task. That means your desk is clear of everything but your book and notebook, you begin working right away, continue working until done, and if you need help, you raise your hand. (Pause) Nice job being responsible, Jason; it looks like you are ready to work. Let me know if you need help.”
Provide Choice Providing choice can be used when redirects or re-teaching have not worked. This is the statement of two alternatives– the preferred or desired behavior and a less preferred choice. When options are paired in this way, students will often make the preferred choice. Pause after providing the choice, and when the student chooses wisely, provide praise.
“McKenzie, you are asked to get on-task and begin your work or you can finish this task later today during our special activity. I will watch to see if you would rather begin now.” or “Lynn, you can get organized and work here at your seat, or you can work in the quiet area. Which would you prefer?”
Student Conference
This is a lengthier re-teaching or problem solving opportunity when behavior is more frequent or intense. The behavior of concern is discussed, the desired behavior is taught, and a plan is made to ensure the behavior is used in the future. A student conference might include practice.
“B. J., several times today I have reminded you about being on task. When you are given an assignment, you need to…. When you do that you can get done more quickly and move on to things you enjoy more. Tell me what you will do when given an assignment. Let’s practice… How can I help you to do that if you get stuck?” (Then) “Can I get a commitment from you to do that?”
2016-2017 MO SW-PBS Tier 1 Team Workbook
LINK: http://pbismissouri.org/wp-content/uploads/2015/11/Tier-1_2016_Ch.-6.pdf
20
Menu for Effectively Responding to Classroom Misbehavior
BEH
AV
IOR
S Mild Misbehaviors Moderate Misbehaviors Severe Misbehaviors Talking out
Off Task
No Materials
No Homework
Delay in following directions
Dress Code Violation
Non-compliance
Disrespect
Defiance
Verbal Aggression
Mild Physical Aggression
Class Disruption
Repeat Offenses
Strong and Repetitive Defiance
Physical Aggression
Sever Verbal Aggression
Severe/Repetitive Class Disruptions
(i.e., Temper Tantrums) * Non-negotiable items from
your school handbook.
RES
PO
NSE
S
Proximity
Change Seating/Location
Verbal Reprimand
Signal/Gesture/Look
Record Misbehavior
Model/Practice Expectation
TEACHING AND PRACTICE OF EXPECTED
BEHAVIOR
Discussion with Student
Planned Feedback
Reference Behavior
Monitor/Feedback Sheet
Social Skill Correction Procedure
Pre-Correction
Humor
Planned Ignoring
Parental Contact
Previous responses plus:
Positive Practice
Conference with Teacher (paired with
Behavior Improvement Form)
Timeout
Time Owed
Loss of Privileges, points, etc.
(Response Cost)
Restitution
TEACHING AND PRACTICE OF EXPECTED
BEAHVIOR
Emotional Reaction (only 2x
a year)
Previous responses plus:
Reference Level System
Individualized Behavior
Intervention Plan
TEACHING AND PRACTICE OF
EXPECTED BEHAVIOR
Parent Involvement
De-Escalation
Interagency Support
Detention
Suspension
Adapted from CHAMPS – Safe & Civil Schools (2006) Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools
21
DISCUSSION QUESTIONS
1. Does your school currently have a procedure for responding to inappropriate
behavior?
2. What is your current consequence system?
i. Is it effective? How did you determine whether it is effective?
ii. If it is effective, what works well?
3. Does your current discipline referral form include all necessary data fields (who,
what, where, when, why, etc.?) Do you have a form for collecting data on minor
referrals?
4. How will you develop a plan for working collaboratively with staff to define and
categorize problem behaviors?
5. How will you ensure that all staff use consistent strategies for responding to
minor problem behaviors?
6. How will you communicate the information regarding your consequence system
to students and parents/families?
22
RESOURCES
PBIS Compendium – Tier I Examples:
http://pbiscompendium.ssd.k12.mo.us/universal-examples
Missouri PBIS website – Discouraging Inappropriate Behavior:
http://pbismissouri.org/wp-content/uploads/2017/06/6.0-MO-SW-PBS-Tier-1-
Workbook-Ch-6-Discouraging.pdf?x30198