Consequences for Problem

Behavior

Rob Horner, Rhonda Nese

University of Oregon
Maximizing Your Session Participation

Work with your team

Consider 4 questions:
– Where are we in our implementation?
– What do I hope to learn?
– What did I learn?
– What will I do with what I learned?
 Objectives
• Define six elements of an effective discipline system

• Define four functions of negative consequences

• Define strategies for disseminating consequence standards across faculty,

students, and families.

• Define data sources needed to build and sustain

•  
•
• Outcomes: Operational definitions of problem behavior Formal rule for
what results in an office referral
• Flow chart (or organizational tool) defining flow of
• discipline decisions
• Content of data to be collected about discipline
• decisions.
 Discipline System Impact
• Increase consistency across schools.
o Make school a predictable, consistent, positive environment for
students.

• Discipline always starts with teaching,

prompting and acknowledging positive
behavior
o School-wide implications
o Individual student implications
Discipline Assumptions and Functions.
• Delivering negative consequences for problem
behavior is a necessary but insufficient strategy
for reducing problem behavior.

o Always define, teach and acknowledge what you want before you
focus on negative consequences

o Use negative consequences to achieve the following four functions:

o Prevent a problem behavior from being rewarded
o Prevent a problem behavior from escalating
o Prevent a problem behavior from interrupting instruction for
others
o Provide a teaching opportunity (“this behavior is NOT being
respectful”)
Six Elements of a School Discipline System

1. Policy and Logic

2. Problem Behavior
Definitions 5. Data System

3. Discipline Referral 6. Decision-making

Form Process

4. Guidelines for
responding to
problem behavior
 1. Discipline Policy
• Purposes of Discipline Policy
o Promote positive behavior and reduce problem behavior
o Comply with federal and state law
o Coordinate behavior support efforts
o Ensure safe and effective environments
o Get students access to needed supports
 Discipline Policy
• Critical Elements
o Define purpose
o Define roles
o Define process for addressing problem
behavior
o Define “rule” for office managed vs staff
managed problem behavior.
o Define data collection expectations
 Observe Problem Behavior

Warning/Conference with Student

No Is behavior Yes
Use Classroom office Write referral to
Consequence managed? office

Classroom Office
Complete Minor Managed Managed
Administrator
Incident Report •Preparedness •Weapons
•Calling Out •Fighting or Aggressive determines
•Classroom Disruption Physical Contact consequence
•Refusal to Follow a •Chronic Minor
Reasonable Request Infractions
(Insubordination) •Aggressive Language Administrator
Does student •Failure to Serve a •Threats
follows through
have 3 MIR slips Detention •Harassment of Student
•Put Downs or Teacher on consequence
for the same •Refusing to Work •Truancy/Cut Class
behavior in the •Inappropriate •Smoking
same quarter Tone/Attitude •Vandalism
•Electronic Devices •Alcohol Administrator
•Inappropriate •Drugs provides teacher
Comments •Gambling feedback
•Food or Drink •Dress Code
Write the •Cheating
student a •Not w/ Class During
Emergency
REFERRAL to •Leaving School
the main office Grounds
•Foul Language at
Student/Staff

SIDE BAR on Mino r In c iden t R epo r t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection
writing, seat change)
 OBSERVE PROBLEM
BEHAVIOR
OFFICE
TEACHER
What type MANAGED
MANAGED
of ·Aggressive Behavior
·Calling Out behavior ·Bullying/Harassment
·Dress Code ·Chronic/Repetitive Minor
·Electronic Devices is it? Infractions
·Food/Drink ·Drugs/Alcohol
·Language ·Fighting
·Lateness ·Gambling
·Minor Dishonesty PROBLE ·Major Dishonesty
·Preparedness ·Physical Aggression/Contact
·Put Down M SOLVE ·Truancy
·Throwing ·Vandalism
·Tone/Attitude
WITH ·Weapons
·Touching STUDEN
·Work Refusal
T
ADMINISTER APPROPRIATE
CLASSROOM BASED COMPLETE OFFICE
CONSEQUENCES REFERRAL

·Conference with Student

·Notify Parent
Did
behavior ADMINSTRATIVE
resolve? RESPONSE
·Administrator investigates written
YES report.
NO ·Student conduct record is consulted
·Document ·Administrator determines
interventions consequence.
·Reinforce ·Administrative staff provides
Expectations feedback to staff.
Have there
been ≥3 MINOR INCIDENT REPORTS
MIR’s for
similar ·Used only after classroom
interventions have not met with
NO behavior?
success.
YES ·Take concrete action to correct
WRITE MIR behavior (e.g detention, reflective
·Refer to ‘Office
writing, etc.)
·Conference with Student Managed Behaviors’
·Corrective actions correspond to
·Notify Parent
·Reinforce Expectations demonstrated behavior where
possible.
·Administered with student
·Track Behavior knowledge.
 General Procedure for Dealing with Problem Behaviors

Observe problem
behavior

Is
Find a place to talk NO behavior YES
with student(s) Ensure safety
major?

Write referral &

Problem solve
Escort student to office

Determine Problem solve

consequence

Determine
Follow procedure consequence
documented
Follow
documented
procedure
NO Does YES
student
have 3? Follow
through with
File necessary Send consequences
documentation referral to
office
File necessary
documentation

Follow up
with student
within a
week
 Your Task
• Determine if a formal policy exists. If needed,
what steps are needed to have one developed?

• Build a plan for developing a one-page flow chart

defining expectations for teacher-managed
versus office managed behavioral incidents.

• Ensure process so all current and new faculty

receive orientation to policy
 2. Definitions for problem behavior
developed and taught
Definitions

• Descriptions need to be:

o Operational
• Observable and countable
o Exhaustive
• All problem behaviors are covered (include an
“other”)
o Mutually Exclusive
• One problem behavior only goes in one category
o Simple
• Use the smallest number of categories possible
• Useful for decision-making
• Consider organizing by “levels” to help staff link
type of problem behavior to level of
consequence
 Activity: What behavior?
• Use SWIS definitions
• Observe video and select which behavior applies.
o Rayette
o Eddie
o B2
o Shane
o Devin
 3. Discipline referral form Examples

Readiness

• Critical Features
o Requires less than 1 min to complete
• Minimal use of written text
o Relevant information
• Who (name, grade, gender) (students/adult)
• What (problem behavior)
• Where (location)
• When (what time of day
• With whom (who else was involved)
• Why (why does this keep happening)
• Details
o ----------------------------------
• Administrative Decision
 Activity: Compare
• Determine if your ODR form has the relevant
information.
4. Guidelines for responding to problem behavior
Standards

• School-wide standard for when problem behavior

results in an office referral versus classroom
management
• Level System
o Major versus minor problem behaviors?
o Level I, Level II, Level III
• Defined
• Intervention options
• Measurement expectations
 Purposes of delivering ODR
• Interrupt problem behavior
• Prevent escalation

• Teach discrimination about what is acceptable

• “This is not being respectful”

• Minimize likelihood that problem behavior will be

rewarded.

• Allow education to continue for others

• Safety
• Access to instruction
 Common Guidelines for
“minor” versus “major”
• Teachers have the authority to manage problem
behavior in class (or with a partner)
• Detention, In-school suspension
• Think-time
• Time out (define Time out)

• Use an office referral if a problem behavior (a)

interferes with on-going education of others, (b)
threatens safety, or (c) is of a severity requiring
more extended intervention (e.g. more than 1
min).

• Note that in-class interventions may also be

included in the on-going data collection system…
and are useful for decision-making
 Think Time (Dr. Ron Nelson)
• Used for students who engage in attention-
maintained problem behavior in the classroom.
• Major goal is to reduce reward for problem behavior
• Relies on two teachers collaborating
• Establish an open desk in each room
• Build a “problem solving form”
• What did you do?
• What could you have done differently?
• How will you handle this situation in the future?
• Teach the “think time” routine
• Maintain data on application of Think Time
• Complete an Office Discipline Referral form.
 ODR, Suspension, Detention not a
“treatment intervention”

• Never rely on ODR, Suspension, or Detention

alone to change behavior.

• For substantive behavior change incorporate:

o (a) assessment (to individualize support),
o (b) instruction on appropriate behavior,
o (c) on-going acknowledgement of appropriate behavior.
 How to deliver an ODR, or Detention

• Stop or redirect problem behavior

• Non-emotional voice tone
• 2 second pause (if possible)
• Label problem behavior
• Define what is NOT happening (respect)
• Deliver consequence
• Clarify behavioral choices, and your expectation
for the student.
 5. Data System for Consequences
• Efficient entry of data into database
• Continuous, secure, confidential access to data
for decision-making
• Summary a presentation to faculty at least
monthly
 5. Data System for Consequences
• Efficient system to summarize and report the
data
 5. Data System for Consequences
• Efficient system to summarize and report the
data
6. Using Data for Decision-making
• Fidelity Data
o Are we doing what we said

• Impact Data
o Do students know the positive expectations
o What do we learn from behavioral errors
• How often are problems occurring
• What are the problem behaviors
• Who is performing the behaviors
• Where are problem behaviors most and least likely
• When are problem behaviors most and least likely
• When they occur what is maintaining repetition of problem
behavior
 Summary
• Policy
• Problem behavior definitions
• Discipline referral form
• School-wide standards for delivering discipline
• System to collect and summarize data
• Team process to use data for decision-making
(problem solving)
 Communication/ Roll Out Plan
Students Faculty Families

Expectations

Recognition
System

Consequence
System

Data System
 Communication/ Roll Out Plan
Students Faculty Families

Expectations Fall teaching plan All teach in Fall Newsletter

Booster events Family Night
Student check
Recognition Tokens per student Faculty meeting ?
System Classroom
Whole school?
Consequence ? Flow chart ?
System

Data System N/A Faculty meeting Newsletter

PBIS Team Family Night
Annual report
 Building Effective
Consequence Systems in
Schools:
Example from
Oregon
Example: OR Middle School
~600 students enrolled
86% free/reduced lunch
42% non-White
14% ELL
23% IEP
New to PBIS: 70% new staff &
admin
 Consequence System: Tasks
1. Define Classroom vs. Office-managed
problem behaviors
2. Develop a flowchart for addressing
problem behaviors
3. Gather input from all staff, edit
flowchart if needed
4. Disseminate information across staff,
students, and families
 Staff Managed Behaviors Office Managed Behaviors

1 Tardiness (on 3rd tardy, enter student 1 Bomb Threat/False Alarm

into Response System) 2Possession of a Weapon/Explosive Device
2Non-compliance with staff direction 3Threats of bringing/using Weapons
3Classroom disruption 4Fighting/Physical Aggression
4Bullying 5Physical Assault/Harassment
5Inappropriate language 6Intimidation
6Failure to serve teacher assigned 7Sexual Harassment/Sexual Offense
reflection 8Loitering
7Unprepared for class 9Theft/Burglary
8Leaving the classroom without permission 1Verbal Abuse and/or Threat of Violence
9Skipping class 1Inappropriate Bus Behavior
1Inappropriate hallway behavior 1Failure to Identify Oneself
1Inappropriate computer use 1Truancy
1Inappropriate locker behavior 1Vandalism/ Property Damage
1Dress code violation 1False Fire Alarm or Arson
1Throwing objects 1Possession/Distribution/Use of OTC Medication,
1Eating/drinking in class Controlled Substance, Tobacco, or Alcohol
1Academic dishonesty 1Leaving the Classroom without Permission
1Sleeping in class 1Forgery/Extortion
1Carrying backpack 1Gambling
1Electronic devices/cell phones (visible 2Chronic Violation of Teacher Managed
and/or on) Behaviors
2Possession/Use of Imitation Weapons
2Possession/Use of Imitation Drugs
2Possession of Drug Paraphernalia
• Tardy
Behaviors from Referral Form
Used problem behaviors from SWIS
Already operationally defined
Can describe what the problem “looks like”
during staff training
Behaviors the staff had already agreed
were either a minor or a major
 Observe Problem Behavior

Warning/Conference with Student

No Is behavior Yes
Use Classroom office Write referral to
Consequence managed? office

Classroom Office
Complete Minor Managed Managed
Administrator
Incident Report •Preparedness •Weapons
•Calling Out •Fighting or Aggressive determines
•Classroom Disruption Physical Contact consequence
•Refusal to Follow a •Chronic Minor
Reasonable Request Infractions
(Insubordination) •Aggressive Language Administrator
Does student •Failure to Serve a •Threats
follows through
have 3 MIR slips Detention •Harassment of Student
•Put Downs or Teacher on consequence
for the same •Refusing to Work •Truancy/Cut Class
behavior in the •Inappropriate •Smoking
same quarter Tone/Attitude •Vandalism
•Electronic Devices •Alcohol Administrator
•Inappropriate •Drugs provides teacher
Comments •Gambling feedback
•Food or Drink •Dress Code
Write the •Cheating
student a •Not w/ Class During
Emergency
REFERRAL to •Leaving School
the main office Grounds
•Foul Language at
Student/Staff

SIDE BAR on Mino r In c iden t R epo r t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection
writing, seat change)
 Classroom
Classroom Managed
Managed

Minor behavior
•Disrespect
•Defiance/non-compliance
•Disruption
•Physical contact/aggression
•Tardy

Strategies
•Re-teach of appropriate behavior
•Request change in behavior
•Invitation to self-correct
•Modify assignment
•Teacher proximity or visual prompt
•Student reflection (Think Sheet)
•Mini-conference with student
•Break in hallway
No?
Yes! (pick one)

Level 1 Referral
Did the behavior change?
•Fill out referral
•Teacher chooses
Reinforce appropriate consequences (LD,
behavior and praise ASD, apology, etc.)
Gathered Feedback, and…
Teachers wanted to be able to
contact parents before a referral
was written
Believed that a parent contact
could serve as a “strategy” for
some students
Wanted to keep parents in the loop,
especially for ongoing problem
behaviors
Understanding Office Managed
Behaviors
Sending a kid out of class should be a BIG
DEAL:
Missed instructional time
Consumes a great deal of admin time
May change the student-teacher relationship
Relinquishing authority over classroom
behaviors and consequences (what message
does it send to the student)
When to use:
When all classroom strategies have been tried
When contact with a parent has been made
When it is endangering others
When others end up missing instructional time
Communication/ Roll Out Plan
Consequence System
Student Flowchart walk-through in all classes
s Flowchart posted on classroom walls
Flowchart included in day planners
Staff Training on flowchart during staff in-
service
Check-ins at staff meetings, after data
review
Refresher after holiday break
Families PBIS brief on school website
Flowchart shown and discussed at Back
to School Night
PBIS information packet sent home