2013-2014 Tier 1 Workbook & Resources
• 13-14 Chapter 6 Discouraging Inappropriate Behavior
• 13-14 Office Managed Behaviors (190)
• 13-14 Preschool Office Behavioral Report (195)
• 13-14 Elementary Office Discipline Referral Form (196)
• 13-14 High School Office Discipline Referral Form (197)
• 13-14 Minor Infractions Log (207)
• 13-14 Minor Inappropriate Behaviors (208)
• 13-14 Continuum of Support for Discouraging Inappropriate Behavior (210)
• 13-14 Clarifying Behavior Problems and Adult Responses (211)
• 13-14 A-B-C Blank Template (212)
SW-PBS Leadership Team Training
Mini Modules for Staff Training
Back to Tier 1 Workbook
Component Purpose: Providing ALL students who display problem behaviors with clear, consistent, and educative responses from ALL adults across ALL settings, ALL day, every day. “A primary underpinning of a proactive approach to school-wide discipline is that when problem behavior occurs, more can be done besides delivering negative consequences. It is important to assist the student to behave appropriately in the future” (Colvin, 2007, p. 64).
“To accomplish this goal, an instructional approach is used to correct problem behavior” (Colvin, 2007, p. 64). “Procedures for responding to problem behaviors are designed to communicate to and teach students, staff and family members which behaviors represent violations of schoolwide behavioral expectations. Severity, consequences, and behavioral supports are indicated” (Sugai & Horner, 2009, p. 313).
Component Outcomes: Increasing consistency in corrective response increases predictability for ALL students. Predictability increases student initial compliance, student compliance with re-direction, and decreases the likelihood that student behaviors will escalate when they are approached by an adult for correction. “The goal is to develop a policy that (a) is implemented consistently schoolwide, (b) clearly differentiates what behaviors should be managed in the classroom and what behaviors should be sent to the office, and (c) provides a proactive strategy to identify and address the needs of students who have chronic problem behavior” (Lewis & Sugai, 1999).
Examples of a Continuum of Procedures for Discouraging Inappropriate Behaviors Include:
- Establish a system to effectively provide corrective feedback that emphasizes re-teaching.
- Differentiate between classroom-managed and office-managed behaviors.
- Procedures are understood and practiced by administrators, staff, students and families.
- Corrective feedback is appropriately matched to the function of the inappropriate behavior.
Colvin, G. (2007). 7 steps for developing a proactive schoolwide discipline plan. Thousand Oaks, CA: Corwin Press.
Lewis, T. J., & Sugai, G. (1999. Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1-24.
Sugai, G., & Horner, R.H. (2009). Defining and describing schoolwide positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.) Handbook of positive behavior support (pp. 307-326). New York, NY: Springer.
Archival Resources 12-13 Tier 1 Workbook
• Chapter 6: Discouraging Inappropriate Behavior
• ODR Form Elementary (page 186)
• ODR Form Secondary (page 187)
• Minor Infraction Log (template for documenting page 198)
• Minor Inappropriate Behaviors (template for documenting page 199)
• Continuum of Support for Discouraging Problem Behavior (“flow chart” example page 201)
• Clarifying Behavior Problems and Adult Responses (page 202)