ABA 527 M6 Study questions

Responsive Classroom® and PBIS Can Schools Use Them Together?

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Positive behavior is requisite to school success. And positive behavior can and must be taught, just as math, reading, science, and art are taught. As educators and policy

makers at the national, state, and local levels come to recognize the truth of these two statements, schools and districts are increasingly turning to two growing educational movements— Responsive Classroom and Positive Behavioral Interventions and Supports (PBIS)—to learn strategies for teaching positive student behavior. Some schools and districts see value in both approaches. ey oen ask, “Are Responsive Classroom and PBIS compatible with each other? Can our school use both?”

e short answer to these questions is yes, although there are some key differences between how the two approaches recommend reinforcing children’s positive behavior. e following explains the areas of compatibility and difference and articulates how Responsive Classroom and PBIS can work together to create an optimal learning environment for students.

What Is Responsive Classroom? What Is PBIS? Responsive Classroom

Responsive Classroom is a research-based teaching approach that gives teachers concrete practices for ensuring a high-quality education for every child every day. Although the approach offers practices for improving student behavior through effective management, it goes beyond that to also offer strategies for promoting academic engagement, building a positive community, and teaching in a developmentally appropriate way.

e Responsive Classroom approach rests on the foundational idea that these four areas of teaching—engaging academics, positive community, effective management, and develop- mental awareness—are interrelated and are all crucial to student success. e approach gives teachers prac tical tools and strategies for raising their competence in all four areas. e result is that teachers are not just improving student behavior, but constantly creating an optimal learning environment that promotes students’ overall school success (Center for Responsive Schools, n.d., About Responsive Classroom).

Since 1981, more than 120,000 teachers have participated in Responsive Classroom professional development, and Responsive Classroom practices impact an estimated one million students each year (Center for Responsive Schools, 2013, e Responsive Class- room Approach, p. 2; Center for Responsive Schools, 2013, Teacher Skill Drives Common Core Success, p. 2).

PBIS

PBIS is a framework for providing behavioral supports and inter- ventions that enhance students’ academic and social outcomes.

As a guide to system building, the PBIS framework does not provide or require schools to use specific practices. Instead, it names essen- tial features of an effective behavior support system. ese include:

� the use of respectful, nonpunitive, prevention-oriented practices

� a focus on skill teaching � the use of evidence-based practices � the availability of a continuum of interventions that meet

the needs of all students � ongoing assessment of students’ needs � data-based decision making

Districts and schools then employ specific practices that have these features and that fit their particular needs and culture (Horner, 2014; PBIS OSEP Technical Assistance Center, n.d., PBIS FAQs).

Although the PBIS framework itself does not stipulate specific practices, PBIS trainers working at the district or school level may guide schools toward specific behavior practices or social-emotional learning programs (PBIS OSEP Technical Assistance Center, n.d., SWPBIS for Beginners).

How Responsive Classroom and PBIS Align

As the preceding descriptions indicate, schools adopting Responsive Classroom can use the PBIS framework to ensure systematic decision making, and schools adopting PBIS can use Responsive Classroom practices to meet the PBIS goal of supporting positive behavior in all students.

e table at right shows how key Responsive Classroom practices match the components PBIS identifies as essential to a comprehensive schoolwide discipline system.

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M Y T H : Responsive Classroom and PBIS cannot be used together because they come from two fundamentally opposed schools of educational thought.

F A C T : Responsive Classroom and PBIS are not in opposition. Although the Responsive Classroom approach draws heavily from constructivist theory, it also uses best practices from various other schools of thought and the experiences of practic- ing educators. Responsive Classroom believes that this open-minded and eclectic approach best meets the wide range of student needs in our schools. (To learn more, visit www.responsive classroom.org/principles-and-practices- responsive-classroom.)

Meanwhile, although PBIS has roots in behavior science, the PBIS frame- work today is open to diverse evidence- based strategies. Its goal is for schools to provide a positive, comprehensive, data-driven system of behavior inter- ventions rather than to adhere to any particular educational approach.

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Responsive Classroom Practices

� Leadership actions for establishing a school disci- pline policy that staff and parents support

� Stated purpose of Responsive Classroom: To ensure a high-quality education for every child every day.

� Schools using Responsive Classroom may have their own statement of purpose that is a variation of (and compatible with) Responsive Classroom’s stated purpose.

� Methods for creating rules that students are invested in:

• 3–5 positively stated rules in each classroom • 3–5 positively stated rules for the whole school

� Practical ways to teach how to translate the rules into action:

• Interactive Modeling • Guided practice • Role-playing • Positive teacher language: reminders and

specific reinforcing feedback

� Strategies for creating an environment that promotes positive behavior:

• Morning Meeting • Frequent verbal connecting of behaviors

with rules • Academic Choice • Positive teacher language: reminders and

specific reinforcing feedback • Closing circles • Communications with parents about behavior

expectations

� Respectful, productive ways to respond to misbehavior:

• Teacher proximity and nonverbal cues • Positive teacher language: redirections • Additional modeling and role-playing • Logical consequences • Buddy teacher time-out • Problem-solving conferences • Problem-solving class meetings • Student–student conflict resolution • Individual written agreements • Problem-solving with parents

� Responsive Classroom assessment tools to measure fidelity of implementation

Components of PBIS Schoolwide Discipline

An agreed-upon and common approach to discipline

A positive statement of purpose

A small number of positively stated behavior expectations for all students and staff

Procedures for teaching students the behavior expectations

A continuum of procedures for encouraging stu- dents to choose behaviors that meet expectations

A continuum of procedures for discouraging students from choosing rule-breaking behavior

Procedures for regularly and frequently monitoring the effectiveness of the discipline system

(Responsive Classroom resources and PBIS OSEP Technical Assistance Center, n.d., Primary FAQs)

A Side-by-Side Look

Three Tiers of Support PBIS calls for schools to provide three tiers of positive behavior support to meet students’ dif - fering needs (PBIS OSEP Technical Assistance Center, n.d., Secondary Level). Here are the Responsive Classroom practices that align with each tier.

Tier 1 Classroom and schoolwide practices that support all students in all situations. ese practices

together create a positive social climate in which positive behaviors are explicitly taught and reinforced and all adults respond to problem behaviors in a consistent way.

Responsive Classroom practices:

� Commonly agreed-upon schoolwide discipline policy � Creation of schoolwide and classroom rules that students are invested in

� Positive teacher language: reinforcements, reminders, redirections � Interactive Modeling

� Guided practice � Role-playing

� Frequent verbal connecting of behaviors with rules � Morning Meeting

� Academic Choice � Closing circles

� Logical consequences � Problem-solving conferences

� Problem-solving class meetings � Student–student conflict resolution � Communications with parents about behavior expectations

Tier 2

Additional supports for times when a student needs an extra boost to remember behavior expectations but doesn’t need the highly individualized interventions of Tier 3.

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Responsive Classroom practices:

� Additional modeling � Additional role-playing � Buddy teacher time-out � Additional collaborative problem-solving � Additional student–student conflict resolution � Individual written agreements � Problem-solving with parents

Tier 2

Tier 1

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Tier 3

Highly individualized interventions for serious behavior prob- lems. Educators draw on the range of Responsive Classroom principles and practices to cra supports that work for each child. Here is an example from a school in St. Paul, Minnesota, that uses the Responsive Classroom approach and PBIS.

“Oliver,” a second grader, has a pattern of unsafe and disrup- tive behavior, including shouting out during small-group work, being physically aggressive during structured play, and destroying his work in a fit of rage during academic times. Aer determining Oliver’s unmet social and academic needs, the school’s behavior specialist works with Oliver’s teacher to design interventions that use elements of the following Responsive Classroom practices:

� Interactive Modeling. To address his shouting during group work, Oliver’s teacher starts using this modeling practice with him, one-on-one, to show him how to raise a hand as a way to get attention. Oliver’s gym and computer teachers agree that he’ll use the same method during their classes.

� Problem-Solving Conference. To reinforce Oliver’s use of a positive behavior he’s learning (such as playing safely during structured play), his teacher begins having brief conversations with him that borrow from this Responsive Classroom practice. She names the specific helpful behaviors she noticed and asks him what he noticed. They talk about how he felt when he chose that behavior and how it helped everyone. They then agree on strategies to help him continue that behavior, including the teacher’s giving him a quick reminder before struc- tured play and checking with him afterward to see how things went.

� Academic Choice. To give Oliver a greater sense of control and accomplishment with his aca- demic work, his teacher begins offering him choices in how to complete assignments, such as which specific topic to learn about, what supplies to use, which books or other resources to look at, and how to show what he learned. The teacher also provides closer supervision of his academic work time until he is able to independently manage his behavior.

All the while, the Tier 1 supports that the school provides to all students and the Tier 2 supports it provides to those needing extra help are creating a strong foundation that enables these individualized interventions for Oliver to work at their best.

Tier 3

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Reinforcing Positive Behavior Both Responsive Classroom and PBIS recognize that reinforc- ing students’ positive behaviors is crucial if students are to sus- tain those behaviors. e two approaches differ, however, in how they recommend giving this reinforcement.

What Responsive Classroom Recommends

e Responsive Classroom approach discourages the use of tangible rewards as a general practice for reinforcing children’s positive behavior. Instead, for most children, it emphasizes using reinforcing teacher language.

For example, if a student listens carefully to classmates before voicing disagreement during a discussion, his teacher might whisper to him a moment later, “You listened and considered other people’s opinions before speaking up. at helps make the discussion more thoughtful.”

And if a class efficiently transitions from a whole-group activity to individual work, their teacher might say, “You all got down to work in less than a minute. at’s the fastest since the beginning of the year!”

e benefit of using reinforcing language and specifically nam- ing the helpful behavior as in these examples, rather than giving a tangible reward, is that it focuses students’ attention on the behavior instead of on the reward. is encourages students to see the behavior itself rather than the earning of a reward as the chief goal. And for many children, a teacher’s reinforcing lan- guage is all that’s needed for them to develop consistency in showing positive behaviors.

e Responsive Classroom approach recognizes that some students or classes, in some circumstances, will need further reinforcements such as behavior tracking charts and rewards to change an entrenched negative behavior pattern. In these cases the Responsive Classroom approach offers guidelines on the effective use and eventual phase-out of the charts and rewards (Brady et al., 2010; Crowe, 2009).

M Y T H : Responsive Classroom says teachers shouldn’t acknowledge individual stu- dents’ positive behavior.

F A C T : e Responsive Classroom approach strongly recommends acknowledging individual students’ positive behavior, believing it is vital to their development and to the creation of a positive school climate. What the approach discourages is naming an individual child as an example for others, such as “See how Ronna’s paying attention? Let’s see how many others can pay attention like that.” Such language comes across as manipulative and can embarrass the child being named while breeding competition in the class. In the Respon- sive Classroom approach, if a teacher wants to acknowledge Ronna’s behav- ior, he does so in private if possible.

If the teacher’s goal is to remind the class to pay attention, he does so directly, such as by saying, “Remem- ber, eyes and ears on the speaker.” Or, he reinforces the positive behavior of some members of the class without naming individual children, such as “I see that some students are ready to listen with their eyes and ears on the speaker. Let’s have everyone do that now so we can get started with our learning.”

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What PBIS Recommends

e PBIS framework emphasizes that schools should have methods for acknowledging students’ positive behaviors but does not favor one type of acknowledgment over another, as long as the student clearly understands what specific behavior is being acknowledged. e framework states that naming the specific behavior is “extremely important in increasing the reoccurrence of appropriate behavior.” e framework also sup- ports, although it does not mandate, simultaneously giving stu- dents tokens or points for such behavior (whether or not those are traded in for tangible objects or special privileges) (PBIS OSEP Technical Assistance Center, n.d., Primary Level).

e decision about which specific method to use is le to schools. It’s important to know that rather than requiring any specific method, the PBIS framework encourages schools to determine the method most suitable for their school (Horner, 2014).

Moving to Using Only Teacher Language

Oen, teachers who see the benefit of using only reinforcing teacher language nonetheless find it challenging to shi to this method if they are accustomed to using tangible rewards. In many cases, giving tokens is as much a way for busy teachers to keep track of whom they’ve observed and acknowledged in the course of a day as a way to motivate the students. For some teachers, the token approach is simply what’s familiar.

In many schools that use both Responsive Classroom and PBIS, teachers successfully make the shi to using only reinforcing language, without tokens or other tangibles, when they take incremental steps and when their school leaders offer ample support and encourage- ment along the way. Strategies teachers have used successfully include:

� Posting examples of reinforcing language around the classroom as a self-reminder. � Setting up a tracking system visible to themselves but not to students, such as check-

ing off names on their class list when they provide specific reinforcing language. � Using a few set reinforcing phrases, such as “I see you followed our rule on ______”

and “You did ______. at helps us all be better learners” until they start coming up with their own reinforcing words naturally.

M Y T H : e central feature of PBIS is to give children prizes as a reward for show- ing desired behavior.

F A C T : Although some teachers use prizes to reward positive behavior, this is their school’s or district’s choice for how to meet PBIS’s goal of acknowledging positive behavior. e PBIS frame- work does not stipulate this way of meeting that goal. In fact, some PBIS coaches favor using intangible acknowledgments such as positive teacher language when such acknowl- edgments suffice to encourage a child to continue a positive behavior.

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T he three people facilitating the district’s use of the two approaches—the Responsive Classroom coordinator and two PBIS coordinators—can oen be seen walking into

a school together to attend a meeting or to co-lead a profes- sional development workshop. In their office, the three edu - cators even sit in adjoining cubicles. Collaborating is oen as simple as rolling their chairs out for a quick chat.

Whether working with a school on modeling expected behav- iors, giving children brain breaks during work periods, or preventing bullying, the three educators blend strategies from their own and each other’s approaches seamlessly. Labeling strategies as “Responsive Classroom” or “PBIS” is not their concern.

“Our focus is always on what a school needs, what the students need, what helps the kids and what doesn’t, not on what’s Responsive Classroom and what’s PBIS,” says the Responsive Classroom coordinator.

Responsive Classroom and PBIS Collaboration in Action

In one large mid-Atlantic school district, Responsive Classroom and PBIS work together—literally.

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One of the PBIS coordinators adds that to help teachers bridge a perceived gap between Responsive Classroom and PBIS, they use terminology the teachers under- stand. For example, if they’re teaching the Responsive Classroom practice of Interac- tive Modeling, but the teachers in front of them are used to referring to that kind of practice by using the PBIS term “direct instruction,” they’ll explicitly make the link for the teachers between Interactive Model- ing and direct instruction.

When it comes to reinforcing children’s positive behaviors, the PBIS coordinators encourage schools to give reinforcements that highlight the fact that everyone is working together to build a positive com- munity rather than the idea of individuals earning rewards. For example, they recog- nize that schools may still want to give stu- dents tickets for positive behavior, but they encourage schools to count the number of tickets earned as a whole school. en, when a certain number of tickets are earned, the entire student body does a big group cheer during an assembly or a special group dance during lunch.

e strong Responsive Classroom–PBIS collaboration in the district comes from the three educators’ clear understanding

of the compatibility of the two approaches. It also comes from the district’s highest- level decision makers having that same understanding. e district has directed all schools to design a positive behavior approach and promotes using Responsive Classroom and PBIS together to do so.

e three staff members don’t do all their professional development work together, of course. e Responsive Classroom coordina- tor still oversees the Responsive Classroom workshops taking place throughout the district, and the two PBIS coordinators still provide the PBIS trainings to school teams. But the close contact between Responsive Classroom and PBIS in the district means schools benefit from the strengths of both approaches.

And at the end of the day, the three are back to their adjoining cubicles to compare notes, share ideas, and work together to benefit students.

“Although I’m passionate about Responsive Classroom and my colleagues are passionate about PBIS, it’s not a tug of war,” says the Responsive Classroom coordinator. “It’s a tug of peace. And we’re always looking at how to keep the child at the center of that tug of peace.” �

“Although I’m passionate about Responsive Classroom and my colleagues are passionate about

PBIS, it’s not a tug of war, . . . It’s a tug of peace.”

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Summary e Responsive Classroom approach and PBIS are compatible for two major reasons:

1. Both hold, as a central tenet, the use of respectful, nonpunitive strategies for teaching students positive behaviors.

2. Responsive Classroom’s array of practices for teaching positive behaviors and promot- ing optimal student learning matches the components identified by PBIS as essential to a comprehensive schoolwide discipline system.

When it comes to reinforcing students’ positive behavior, Responsive Classroom strongly recommends using positive teacher language and avoiding the use of tangible rewards if such rewards are not needed. e PBIS framework calls for reinforcing students’ positive behavior but refrains from stipulating which method to use. is makes it possible for schools using the PBIS framework to follow Responsive Classroom’s recommended practice for achieving this important goal.

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R E F E R E N C E S

Horner, R. (2014, March). Building Capacity of Schools, Districts, and States to Implement PBIS. Session presented at the 11th International Conference on Positive Behavior Support, Chicago, IL.

Center for Responsive Schools. (n.d.). About Responsive Classroom. Retrieved from www.responsiveclassroom.org/about-responsive-classroom

Center for Responsive Schools. (n.d.). Past Research. Retrieved from www.responsiveclassroom.org/past-research

Center for Responsive Schools. (n.d.). Research Confirms the Benefits. Retrieved from www.responsiveclassroom.org/research

Center for Responsive Schools. (2013). e Responsive Classroom Approach: Good Teaching Changes the Future (White paper).

Center for Responsive Schools. (n.d.). e Responsive Classroom Approach: A High-Quality Education for Every Child Every Day. Retrieved from www.responsiveclassroom.org/sites/default/files/pdf_files/rc_brochure.pdf

Center for Responsive Schools. (2013). Teacher Skill Drives Common Core Success: How Responsive Classroom Helps (White paper).

PBIS OSEP Technical Assistance Center. (n.d.). PBIS FAQs. Retrieved from www.pbis.org/school/swpbis-for-beginners/pbis-faqs

PBIS OSEP Technical Assistance Center. (n.d.). Primary FAQs. Retrieved from www.pbis.org/school/primary-level/faqs

PBIS OSEP Technical Assistance Center. (n.d.). Primary Level. Retrieved from www.pbis.org/school/primary-level

PBIS OSEP Technical Assistance Center. (n.d.). Secondary Level. Retrieved from www.pbis.org/school/secondary-level

PBIS OSEP Technical Assistance Center. (n.d.). SWPBIS for Beginners. Retrieved from www.pbis.org/school/swpbis-for-beginners

F O U N D E D I N 1 9 8 1

Center for Responsive Schools, Inc. 85 Avenue A, P.O. Box 718

Turners Falls, MA 01376-0718

800-360-6332 Fax 877-206-3952 www.responsiveclassroom.org

This white paper is available on the Responsive Classroom website at

http://bit.ly/rcwhitepaper3

Photographs © Jeff Woodward. All rights reserved.

Responsive Classroom®