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PART 1 - Tips for Teachers: Understanding Students with Autism, from a former student on the Autism Spectrum

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PART 1 - Tips for Teachers: Understanding Students with Autism, from a former student on the Autism Spectrum

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This video is from the perspective of a former student that has Asperger’s syndrome and is now a teacher. Her advice to other teachers and parents justifies why the implementation of PBIS is beneficial to those with Autism Spectrum disorder.  Although not all students with Asperger’s need the extra help, offering tiers of learning support is inclusive to all.

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Tips for Teachers: Understanding Students with Autism, from a former student on the Autism Spectrum

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PART 1 - PBIS Forum 2018- Using PBIS to Support Students with Autism in General Education Classrooms

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PART 1 - PBIS Forum 2018- Using PBIS to Support Students with Autism in General Education Classrooms

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This forum comes directly from the Center on PBIS, and is led by Briana Weiner, School Association for Special Education in DuPage County. It includes helpful visuals, coaching activities, insightful brainstorming sessions, and strategies for successfully supporting students with Autism in General Education Classrooms.

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PBIS Forum 2018- Using PBIS to Support Students with Autism in General Education Classrooms

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PART 1 - Sharing Your Heart Through PBIS

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PART 1 - Sharing Your Heart Through PBIS

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This video explains the success story of Rocklin Unified School District in partnership with California PBIS Coalition. The district started implementing PBIS one school at a time with the help of a district leadership team. The video features real students, teachers, and faculty testimonials explaining the positive changes they have seen in each school since fully implementing the PBIS program.

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PART 1 - Earning Tokens with PBIS Rewards | Reading Programs for Schools | Global Vending Group

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PART 1 - Earning Tokens with PBIS Rewards | Reading Programs for Schools | Global Vending Group

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The installation of a book vending machine offers a new and exciting way for children to practice reading and responsibility, through the use of a token economy. To get books from the vending machine, students use tokens, which are earned, not bought. Tokens are then redeemed for books from the book vending machine.

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Earning Tokens with PBIS Rewards | Reading Programs for Schools | Global Vending Group

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PART 1 - Positive Behavioral Interventions and Supports (PBIS) for Autism

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PART 1 - Positive Behavioral Interventions and Supports (PBIS) for Autism

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This article written by Kenna McEvoy offers PBIS intervention methods that can be beneficial to students with Autism Spectrum Disorder. McCoy explores the basics of the PBIS approach and discusses targeted treatments that can be utilized to teach children positive behavior.

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Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world. Encouraging personal accountability rather than just a culture of punishment has been proven to be much more effective in improving student behavior.

When a student is struggling in school there are often a number of factors that are coming into play. Simply punishing the student does not address the root causes of the behavior. PBIS can help students and school staff develop life skills that will help them overcome challenges and be more successful. When PBIS is embedded in school culture for a significant period of time it can greatly improve school climate.

The focus of PBIS is primarily on school-wide interventions to support the learning needs of all students, including those with neurodiversities like autism. When expectations are communicated clearly and directly to all learners involved within an educational setting, goals for school-wide success can be stated and reinforced in a manner that is consistent with an environment focused on growth and individual achievement for each student.

Guiding principles and Goals of PBIS include:

Creating a process for tracking the behavioral progress of each student, and the school body collectively, over time¹

Establishing expectations for the learning and inclusion of all students

Recognizing that the academic and social needs of each child vary and, therefore, outcomes for success should be individually tailored

Encouraging staff and school volunteers to embrace PBIS interventions consistently throughout the school as a whole

Collecting school-wide data on the success of PBIS strategies to support the continuation or discontinuation of interventions and to tweak approaches going forward

Promoting academic and social success for each student in every educational context

Developing early intervention practices to support the needs of the entire student body

Providing opportunities for explicit instruction and specific feedback during socialization and group learning times

Setting rewards and determining consequences for adhering, or failing to adhere, to PBIS guidelines and interventions

Importantly, PBIS strategies take place throughout the day in each setting of the academic environment, such as on the bus, in physical education class, during lunch, and while on the playground.¹

Behavior is viewed as a form of communication where positive behaviors can be used to replace behaviors that are targeted to be decreased. To illustrate, rather than throwing a pencil in class to get the teacher's attention, students learn to raise their hands when they have a question according to school-wide PBIS instruction. The action of raising one's hand is reinforced by receiving help from the teacher, and pencil-throwing behavior is placed on extinction (i.e. the action is no longer reinforced in any setting throughout the school) by instructors ceasing to provide attention for pencil throwing.

Examples of PBIS in School Settings

PBIS interventions in a school setting may consist of the following:

Establishing a consistent routine²

Streamlining an approach for achieving breaks throughout the school day

Developing a method for hand-raising during class when assistance is needed, walking quietly in hallways throughout the school, lowering one's voice when in the library, etc.

Providing examples of behavior that is, and is not, acceptable within school contexts

Designing a school-wide reward system, for example, providing access to a school store with rewards that can be earned by adhering to PBIS guidelines and receiving school coins as currency.

Promoting a process for incorporating silent signals throughout the school, such as having green, yellow, and red signals to indicate when it is and is not appropriate to speak loudly in various contexts, areas, and locations.

Creating clear-cut expectations for classroom and school-wide behavior

Staying on task and incorporating "if-then" statements for student behavior, for example, if the class finishes their sheet of math problems on time, then recess will be earned.²

Stating the positive behaviors that instructors desire to see throughout the school such as walking quietly, using calm voices, and respecting other students and staff members.

It is important to adhere to a method of gentle, peaceful, and consistent corrections when behavioral expectations are not achieved or when the parameters for classroom behavior are broken by a student or group of students. When rule violations occur, instructors should speak directly with the student(s) involved about which guideline or school policy was broken. Specific direction and instruction should be provided on how to improve going forward, and response cost procedures, such as taking away a reward or removing earned school currency, can be implemented for students who consistently fail to meet school-wide expectations for their behavior and conduct. Similarly, positive replacement behaviors that serve the same function as the behavior targeted for decrease should be emphasized as well.

Adhering to pre-established response cost procedures is essential to the success of PBIS approaches. Such interventions cause the student or group of students to lose access to a predetermined amount of a reward or reinforcer for breaking a school rule, guideline, or policy. Examples of rewards that can be lost may include: access to preferred activities, items, prizes, and earned school currency or coins. School personnel should promptly correct and redirect any behavior that is not consistent with PBIS expectations and protocols.

The Three PBIS Tiers

There are three primary tiers when considering PBIS interventions, practices, strategies, and goals³:

Tier 3: Individual

Tier 2: Targeted

Tier 1: Universal

Tier 1 focuses on school-wide interventions, rules, and guidelines for all students. Examples that fall under this category include: school-wide hall policies such as walking quietly and calmly in the hallways, using a low voice when in the school library, remaining seated while in the lunchroom, flushing toilets in the bathroom, and respecting others by taking turns during recess.4 This tier applies to the entire student body meaning that the policies and practices are intended for 100% of the students in attendance.

Tier 2 emphasizes additional policies, practices, and interventions for students who need further guidance and direction. Support in this tier may include the following: evidence-based practices, interventions, and assistance for groups of students who can benefit from supplemental instruction. This tier typically includes about 5 to 15% of the entire student body and can encompass practices such as self-monitoring, scheduling in breaks, training peer mentors, and encouraging strategies for stress management and conflict resolution.⁵ Developing individualized daily schedules with visual reminders is another helpful practice that is commonly used in this tier-especially with individuals on the autism spectrum.

Tier 3 is intended for 3-5% of the total students in a school body, and strategies in this tier support learners who require intensive and individualized services.⁶ One-on-one paraprofessionals and other school staff are trained to implement protocols, strategies, and interventions designed to strengthen participation in school-wide activities with other students (while incorporating modifications and accommodations as needed). An example of an intervention that would fall under this tier is providing noise-canceling headphones for a student with autism (who becomes easily overstimulated by loud noises) to wear during large group assemblies. The paraprofessional or support person for the student would provide access to the accommodation (i.e., the headphones) during group activities to provide a way for the learner to still participate in large gatherings with this slight modification in place to make it more manageable sensory-wise.

In Summary

Positive Behavioral Interventions and Supports seek to increase socially appropriate behavior throughout an entire school body by providing consistent guidelines for all leaders, staff members, and instructors to follow. While the first tier of PBIS interventions are intended for all students, the second and third tiers are reserved for learners requiring additional support.

Consistency is key when implementing school-wide PBIS interventions, and school personnel should be adequately informed of the rules, policies, and expectations for student behavior. Strategies for correcting behavior that is inconsistent with PBIS guidelines should be clearly and directly stated to each member on staff with the school from the outset.
Check out our free downloadable list of ways to tailor PBIS for autism!
What has been your experience with PBIS? We'd love to hear from you! Please leave us a comment at the end of this post.

References

1. https://edgemont.mvusd.net/apps/pages/index.jsp?uREC_ID=793636&type=d&pREC_ID=2013436

2. https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

3. https://www.pbis.org/topics/school-wide

4. https://blog.brookespublishing.com/7-steps-to-successful-schoolwide-positive-behavior-support/

5. https://www.pbisworld.com/tier-2/

6. https://www.pbis.org/topics/classroom-pbis

7. https://lexingtonservices.com/using-the-pbis-framework-to-improve-behavior-in-autism-schools/ (note: referenced in handout above)

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Positive Behavioral Interventions and Supports (PBIS) for Autism

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Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world.

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PART 1 - When-then sentences: An evidence-based behavior strategy

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PART 1 - When-then sentences: An evidence-based behavior strategy

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This website offers resources and advice on how to implement communication methods such as when-then sentences while working with children that have autism. This communication method, and others found on this website, work for PBIS programs and can be utilized in whole classes or for individual learning.

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Do you have students in your class who don't always understand what behavior is expected of them? A when-then sentence can help you nudge students toward appropriate behaviors. It clearly explains what you expect - and the positive outcome that will happen.

Here's an example of a when-then sentence: "When you speak to me in a calmer voice, then we can talk this through." Think about how this sentence is different from, "If you don't stop yelling, you're going to have to leave the room."

Here are some other examples of when-then sentences:

For students having trouble with transitions: "When your materials are put away, then you can go out to recess."

For your frustrated math student: "When you pick up the paper you crumpled up, then I will show you how to use this formula."

For general classroom expectations for secondary students: "When your cell phone is put away, then you may enter the classroom."

The when-then sentence gives students a choice about how they want to behave. It's phrased in a way that promotes a positive student mindset aimed at achieving a positive result. A when-then sentence is one example of a positive behavior strategy.

Scroll down for tips on adapting this strategy for distance learning.

Download: When-then sentences printable

Download the when-then printable chart. You can use it in many different ways.

You can create when-then sentences you expect all your students to follow. Or you can work with an individual student to come up with when-then sentences to address a certain expectation, behavior, or action.

There are two versions of the chart. You can create when-then statements with your students in written sentences or by drawing pictures. The latter option can benefit English language learners and students with language-based disabilities.

You can laminate the chart and use whiteboard markers so you can change the sentences as necessary.

Read: How to use when-then sentences

For the class: Think about what you have planned for the upcoming school day. Make a list of times or activities during which behavioral difficulties might arise. This might be when you're teaching challenging content. Or it could be when students have to make decisions, or during transitions from one subject to another. Note what you expect students to do and what will happen after they do it. You can use these notes to help you deliver a when-then sentence if you need one.

For an individual student:First make sure you've considered what the behavior is telling you. Then talk with the student about how to address the need behind the behavior, like a sensory need requiring a quiet space. Finally, work with the student to co-create individual when-then sentences and outcomes. This can help them see the benefit of replacing what they're doing (yelling in an already noisy classroom, for instance) with a different behavior (calming down in a quiet space).

1. Deliver the sentence in a calm and confident tone. Make it clear that this expectation is a request, not a demand. English language learners, students who have communication barriers or slow processing speed, or those who struggle to follow multi-step directions may benefit from a visual support to go with the sentence. You can use the printable when-then chart to draw a picture of the "when" on one side of the chart and another picture of the "then" outcome on the other side.

4. Follow through on the "then." When-then sentences ask you to trust students to make responsible decisions. But they also ask students to trust you. Make sure you follow through by letting them experience the positive outcome they worked for.

Teaching tip: Sometimes you may need to use an if-then sentence. This is especially true when a student's choice to not comply with a when-then sentence significantly disrupts the class. An if-then sentence is teacher-directed and includes a non-negotiable outcome. Think back to the example of "When you speak to me in a calmer voice, then we can talk this through." If the student is having trouble self-regulating, the behavior may escalate. In that case, it's appropriate to move to an if-then sentence with a non-negotiable outcome. But you can remind them that the choice is still up to them: "If you're unable to calm down, then we're going to have to find [the principal/a support person] for some help."

Understand: Why this strategy works

Students who learn and think differently may find it hard to meet classroom expectations. The expectations can feel especially out of reach for students who have difficulty with skills related to executive function (like staying focused or following multi-step directions).

When-then sentences break down expectations into manageable and achievable chunks for these students. They also remove any ambiguity for students who are unclear about what's expected of them.

When-then sentences are also helpful for following culturally responsive teaching practices. A teacher's direction can be interpreted differently depending on the student's linguistic and cultural background. In some cultures, saying "Sit down now" could come across as overly direct and impolite - even threatening. In other cultures, asking "Can you please sit down?" can be indirect and overly polite, leading students not to comply. When-then sentences strike a balance. They're objective, fair, and clear.

When-then statements can also help students who've had negative school experiences. These students may be reluctant to trust whether an unknown outcome is worth the effort. When-then sentences give all students a way to buy in. They give students the power of choice, accountability for their actions, and positive outcomes.

Families can use when-then sentences at home, too. Share the printable resource and this blog post about how one mother started using these sentences.

Adapt: Use for distance learning

Create a set of when-then sentences for managing your class during synchronous online lessons. For example: "When you show me you're ready with a thumbs-up, then you can chat with your classmates in a breakout room."

For students struggling with a specific part of distance learning, work together to create when-then sentences. For example, think about students who don't want to join live video discussions because they're uncomfortable speaking. You could try, "When you join the video discussion, then you can use the chat feature to participate."

Use when-then sentences in assignment instructions to give students a break. For example: "When you have completed this page, then you can take a break before starting the next page."

Share the when-then printable chart with families. Explain how they might use when-then sentences to help their kids engage in distance learning. Suggest that families can combine when-then sentences with brain breaks.

Research behind this strategy

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Jerome Schultz, PhD is a clinical neuropsychologist and lecturer in the Harvard Medical School Department of Child Psychiatry.

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Behavior Strategy: How to Teach When-Then

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Do you have students in your class who don't always understand what behavior is expected of them? A when-then sentence can help you nudge students toward appropriate behaviors. It clearly explains what you expect - and the positive outcome that will happen.

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PART 1 - PBIS Positive Behavior Intervention Supports

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PART 1 - PBIS Positive Behavior Intervention Supports

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This resource from Danielle Vega, a 5th grade Special Education Teacher, provides real-life examples of her PBIS journey. The website also offers free visual tools such as success charts, break systems, and worksheets that helped aid a successful installation of the program.

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What is Positive Behavior Intervention Supports (PBIS)?

PBIS is a new way to work with student behavior. Since every school year, I have worked with students with behavioral challenges, I was excited to try out a new way to work with and hopefully help these students who often are the ones who "slip through the cracks." One important lesson I learned about PBIS is that it is educative. In other words, behavioral expectations need to be taught. We cannot assume that students know how to behave appropriately when at school. We also need to realize that students do not want to misbehave. Most of the time they do not "choose" to act up. There is a misconception that the misbehaving student is just seeking attention, knows how to control the behavior, and is choosing not to. This is usually not the case. The reality usually is that the student does not know how to behave appropriately. Consequently, we must teach students how to behave at school to ensure that they make better choices.

PBIS views inappropriate behavior as similar to the way we think about problems in academic subjects like reading and math. When a student struggles in reading or math we must first assess to find out what the particular problem is. The same is true regarding behavior. We need to assess in order to zoom in on the target behavior the student is struggling with. We need to identify patterns and possible causes of inappropriate behavior. If you would like to learn more about how to assess behavior and view some of the tools used to assess behavior, click on the following link, Assessing Behavior.

PBIS is a process, it is not a program or a curriculum. It is a proactive model that not only teaches behaviors but also reinforces and recognizes students who are able to model appropriate behavior. In addition, an effective PBIS model needs to have systems in place to support students who have a more difficult time or may present with more challenging behaviors. These systems will change based on individual student needs. In the past, school disciple has focused primarily on reacting to misbehavior by implementing punishment such as reprimands, loss of privileges, suspensions, and expulsions. PBIS takes a different approach by teaching behavioral expectations and rewarding students for following them. Also, PBIS uses the information obtained by assessing the behavior to help develop effective interventions to decrease inappropriate behavior. PBIS does not wait for misbehavior to occur and then respond. The "positive" in PBIS refers to a change in focus from reactive (focusing on what students do wrong) to proactive (teaching and recognizing what students do right). The purpose of PBIS is to create an environment in which appropriate behavior is the norm. The goal is to create a school environment in which students and teachers feel safe, appreciated. and respected.

A Tiered Process

PBIS can be implemented as a school-wide system. These systems will usually reach about 80% of students. Teachers can also implement PBIS systems made for their entire class. School-wide and classroom systems may not meet the needs of all students, as some students will require individual PBIS systems. For more information, please read this article, "Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools."

Self-Regulation

This presentation includes information from Ross Greene's Lost at School.

Assessing Behavior

Step 1: Getting to Know Your Students

As a teacher, I feel that it is imperative to really get to know your students. I try my best to establish and build a relationship with every student in my class. It is important to get to know who your students are as people, not just in an academic sense. With 20 or more students sitting in your class at the beginning of the year, this may seem nearly impossible, but it can be easier then you think!

At the beginning of the year, I always have my students fill out an interest survey. It is a great ice-breaker, and the students usually enjoy opening up and telling me about themselves. Believe it or not, the interest survey my students complete at the beginning of the school year helps me tremendously to meet the needs of some of my most challenging students. I allow students to share their interest surveys with the class if they choose, but then I make sure to collect them and keep them in a binder to refer back to. This is my first form of assessment for the school year and can be used as a starting point to address the behavior. Many times when a student is struggling with behavior, simply asking them to meet you in the hallway for a "chat" is all they really need. A one-on-one teacher/student conversation can work miracles to calm a student who is having difficulties in the classroom. Knowing information such as a student's hobbies, favorite TV show or favorite food puts you in a better position to connect. You wouldn't believe how much it means to a student when they find out their teacher has taken the time to get to know them.
Student Interest Inventory
In addition to the student interest survey, I also make sure to start the year off by having parents complete a quick and simple questionnaire about their child. I keep these in the same binder with the interest surveys and make sure to refer back to them throughout the school year. These two very simple forms have given me great insight into WHO my students are, which then helps me to meet their individual needs, both academically and behaviorally.

Step 2: When Does the Behavior Occur?

Although interest surveys and parent questionnaires are a great start to getting to know who your students are and may aid in addressing student behavior, they are not usually the only tool you need to use when trying to meet the needs of students with challenging behaviors. After the "honeymoon" period, (which occurs at the beginning of the school year when you think every one of your students is perfect and you have no behavior challenges in the room), wears off and there is one student in particular that encompasses the majority of your time, energy and mind-capacity, it is time to get serious. In order to meet the needs of your student who struggles with behavior, you NEED to first assess the behavior. You may start off by simple observation, but make sure to document everything you observe. I like to start by trying to determine if there is a specific time of day or subject area that brings out the challenging behavior. I use the form found below as a simple tool that not only pinpoints the time of the challenging behavior for me but also is "kid-friendly" so I can share the results with the student.
Shorter Behavior Chart
Step 3: Why Does Behavior Occur?

In order to help a student with challenging behavior, we need to figure out WHY he or she is challenging. The best way to assess behavior in this way is to complete an FBA (Functional Behavioral Analysis). An FBA is a process by which we engage in detective work in order to find out why the student is misbehaving. Why does a child keep doing the same challenging behavior over and over? An FBA helps you to determine what the problem behavior is and can help you to hone in on what happens immediately before and after the problem behavior occurs. Below you will find two very simple FBA forms that I have used in my classroom.
Simple ABC Observation Form
This is an example of what an ABC form may look like when completed:

Step 4: Zooming in on Specific Lagging Skills and Unsolved Problems

Ross Greene is the author of a book titled, Lost at School. His book is a great resource for teachers to use in order to gain insight into students with challenging behaviors, and it includes a helpful assessment tool that I have used in my classroom. According to Ross Greene, "Kids with social, emotional and behavioral challenges lack important thinking skills" (10). Greene goes on to say that "If you identify the skills a kid is lacking, you'll understand why he is challenging. You'll also know which skills the kid needs to learn, and you'll be better equipped to anticipate the situations in which his challenging behavior is most likely to occur" (11). In other words, he confirms that assessment is crucial to meeting the needs of students with challenging behaviors. You need to start the process of helping that struggling student by completing some form of assessmen t. The tool you use to assess is up to you!

Everyone Needs a Break!

I would like to welcome you into my 5th grade Integrated Co-Teaching Classroom. In this part of my inquiry, you will be able to:

View pictures of my classroom

Learn about a simple and fun ice-breaker you might like to use at the beginning of the school year

See what a "leveled library" looks like

View a behavior system that focuses on consequences (this is an example of a NON-PBIS system)

Positive Behavior Intervention Supports - Individual Systems

Below you will find the PBIS break systems that I implemented in my classroom. PBIS systems do not wait for misbehavior to occur and then respond. The positive in PBIS refers to a change in focus from reactive (focusing on what students do wrong) to proactive (teaching and recognizing what students do right.) Break systems are a great tool to use with students who struggle with self-regulation. The break systems are listed in the order in which I tried them out.

Break System 1

Break System 1 is a very simple system to use in your classroom. The set up is simple and you can get it started right away. Break System 1 did not work for long with my student because he needed more support than this system provided. This does not mean this system won't work with a different student.

How It Works

A system designed to meet the needs of students who struggle with self-regulation

The student is given 3 "break cards" per day

When the student feels he/she needs a break they leave the lesson/activity, hand the teacher a break card and move back to their seat

At their seat is a "choice bin" filled with fun, calming, educational activities

Student chooses an activity

Break is limited to "5 minutes"

The student must return to lesson/work after 5-minute break is over

Break System 2

In order to meet the needs of my struggling student, I tweaked System 1 and was able to create a second system. Break System 2 is a hands-on visual tool that can be teacher prompted. Break System 2 was a huge success!

How It Works

Teacher prompted, visual hands-on tool to address self-regulation

The teacher notices when the student needs a break

The teacher approaches the student with the break board and tells him/her, "You need a break"

The student has 4 choices (get a drink of water, take a walk with a teacher, write in feelings notebook, draw in sketchbook)

The student chooses what he/she needs and takes a 5-minute break
The choice can be made by a student simply moving card choice to designated break area (cards are stuck to board with velcro so they are easy to move)

This system works well with students who have a hard time expressing what they need

Break System 3

After some time I needed to change it up again. Therefore, I created Break System 3, which is more targed. Through observation and assessment, I was able to identify 3 specific triggers for the student's behavior. The third system focuses on these three triggers. This system was a success as well!

How It Works

Another system used to address self-regulation

Through assessment I identified 3 triggers of misbehavior: the student was tired, the work was too hard, or the student was upset

Chart was displayed at the student's desk

Chart gave the student the choice of what to do when something was wrong

If the student returned to work or to the lesson then he earned points

PBIS as a School-Wide System

Lunchtime: A Whole School Positive Behavioral System

It seems that the cafeteria is a breeding ground for problems at many schools. As a teacher, you may work very hard to organize structures, routines, and rules in your classroom, and then you drop the kids off at lunch, and when you return, your class has somehow transformed into "wild animals." You walk into the room and three kids run up to you informing you of the massive food fight that occurred. Suzy is bleeding because Johnny pushed her into the garbage can. The lunch-aids are screaming and blowing whistles, they are totally frazzled! You look at your watch and ask yourself, "how am I going to get these kids focused on the great math lesson I have awaiting them on the smartboard upstairs?" This is where PBIS can come into play, and help to solve some of these problems.

Since the lunchroom is a problem at many schools, my inquiry team through Teachers College Inclusive Classrooms Project decided it would be a great idea to come up positive behavior system specifically for the lunchroom. In going along with the theory of PBIS, teachers would need to be proactive and would need to put systems in place to support positive behavior, rather than waiting to respond to misbehavior with consequences.

Our Vision

As an inquiry team, we decided that our vision was the following: "Lunch is a peaceful, joyful, clean, enjoyable, social, relaxing time when we have pleasant conversations while eating."

This vision may sound ideal, but if your cafeteria is currently anything like the one described above, then this vision may not seem very realistic to you. I will now provide you with some examples we came up with to help make this vision come true. I have not yet had the opportunity to try out any of these ideas for my own, but hope to implement a positive behavior system in my school cafeteria in the upcoming school year (2011-2012).
How to make our vision a reality...

Just like we set expectations in our classrooms, the same needs to be done in the cafeteria. We need to make clear to the students what we expect of them and what our goal is. We came up with the following expectations:

Sitting

Walking

Inside Voices

Having conversations about age-appropriate topics

Using problem-solving skills to hand conflict effectively

Environment Changes

After creating expectations and making them clear to students, we decided that there would need to be some changes made in the actual environment, routines, and activities that were occurring in the lunchroom. We felt that round tables would create a more "family-style" feel and that students would have an easier time talking with their peers. We also hoped that round tables might eliminate students screaming to get a peer's attention who is at the other end of the long rectangular table, which many of our cafeterias currently have. Of course, buying new furniture may not be an option at every school, so we did come up with some other ideas.

Some schools have parent volunteers at their schools that are more than willing to lend a helping hand. Having parent volunteers sit at each lunch table to model desired behavior can be an easy and effective option. This idea definitely buys into PBIS because we would be teaching the behavior.

Another easy environmental change to the environment could be creating visual reminders in the cafeteria such as charts or table-top frames of what to do during lunch. These could be created by teachers, parents, or even students. If your school has snack-time in the classroom, having guided practice of appropriate meal-time behavior could be an option.

Lastly, we discussed how many of our students have a hard time sitting down at lunch and having an appropriate conversation. Therefore, modeling how to engage in a conversation or providing students with conversation topics with verbal prompts about conversation starters and ways to disagree is another great option.

Lessons that Need to be Taught

Once again, it is imperative that teachers are teaching behavior just as we teach academics. Classroom teachers can be teaching into "how to have a conversation while eating." Other lessons can be taught in the classroom, such as turn-taking, respectfully disagreeing, and using manners. Manners that be can taught include: chewing with your mouth closed, not touching other kids' food, allowing personal space, throwing out your lunch tray without making a mess, etc. To involve students in the teaching process, you may have them create role-plays to model these behaviors. You never know what behaviors may be necessary to teach, so observe the cafeteria and learn from what you see there.

Involving Parents in the Process

Just as we need to involve parents in the classroom, we should be involving them in the lunchroom as well. Teachers can send home homework that requires students to practice appropriate mealtime behavior and conversations at home. Emailing or sending home conversation topics once a week for students to practice at home could be helpful. If teachers and staff are willing to, providing parent workshops on practicing how to handle difficult situations during lunchtime could be very beneficial.

Strategies for Feedback

Since our entire vision structures the cafeteria as a classroom, it is also necessary to provide positive feedback, as we do in our classrooms when the students buy into the behavioral system by displaying appropriate behavior. One simple way to provide feedback could be to have shout outs on the loudspeaker that announce the names of students or classes caught doing the right thing in the cafeteria. Paper awards and certificates can be given out by the lunch-aids to students daily, weekly, or monthly. Teachers can simply send home letters or emails to parents when their child is caught doing the right thing at lunch. These are just a few ways to reinforce positive behavior, but I'm sure you can come up with many more!

Zooming In

The last idea we came up with is my favorite. We thought it would be a great idea to create a video modeling what good lunchroom behavior looks like. There is an example of a hilarious video below in which a group of teachers model what misbehavior in the cafeteria looks like and then the students model appropriate behavior. I would love to create a similar video at my school this year! It is a fun way to model for students our vision of a positive behavior lunchroom system.

Check out the video of PBIS in the lunchroom!

Here is a condensed chart version of what is discussed above:

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PBIS Positive Behavior Intervention Supports - Inclusive Classrooms Project

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PBIS is a new way to work with student behavior. Since every school year, I have worked with students with behavioral challenges, I was excited to try out a new way to work with and hopefully help these students who often are the ones who "slip through the cracks."

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PART 1 - EPLI: PBIS Module Trainer Activities & Resources

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PART 1 - EPLI: PBIS Module Trainer Activities & Resources

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This toolkit provided by Grand Valley State University offers education professionals helpful readings, resources, and example activities to consider when developing or updating their PBIS plans.

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This page provides START Behavior Module trainers with readings, resources, and example activities to consider when developing or updating their Individual Trainer Plan.

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PART 1 - Orosi High School Positive Behavior Interventions & Supports (PBIS)

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PART 1 - Orosi High School Positive Behavior Interventions & Supports (PBIS)

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This chart from Orosi High School demonstrates how they implement PBIS into their everyday life. The school uses the acronym CARE to successfully keep its students Committed, Accountable, Respectful, and Empathetic.

Link: http://ohs.cojusd.org/About-Us/Positive-Behavior-Interventions--Supports-PBIS/index.html

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PART 1 - Henderson Mill Elementary Positive Behavior Interventions & Supports (PBIS)

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PART 1 - Henderson Mill Elementary Positive Behavior Interventions & Supports (PBIS)

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This matrix demonstrates the PBIS system that is implemented at Henderson Mill Elementary. Along with the expectations, come rewards for demonstrating excellence. Students receive Mill Money and have an opportunity to cash it in to purchase privileges and incentives.

Link: https://hendersonmilles.dekalb.k12.ga.us/PBIS.aspx

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PART 2 - Working with a Person with Asperger’s Syndrome 

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PART 2 - Working with a Person with Asperger’s Syndrome 

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This information sheet provides specific examples on what to do, and what to say when working with a person that has Asperger's. These helpful tips and tricks can be used by teachers, students, or other adults to help create a comfortable and welcoming environment for someone on the Autism Spectrum.

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PART 2 - Positive Reinforcement Secrets For Parents | Special Education Decoded

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PART 2 - Positive Reinforcement Secrets For Parents | Special Education Decoded

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This video demonstrates how teachers, parents, and other adults can use positive reinforcement at home and in the classroom. It provides specific verbal phrases, gestures, and alternative methods for the three different types of Positive Reinforcement that can be practiced.

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Positive Reinforcement Secrets For Parents | Special Education Decoded

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PART 2 - Talk to Me: Treating People with Intellectual Disabilities with Respect

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PART 2 - Talk to Me: Treating People with Intellectual Disabilities with Respect

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This would be a great video to show all students, staff, and parents to effectively demonstrate how to treat people with disabilities. In this video, people with disabilities directly share what words and actions others can take to treat them with respect and dignity.

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Talk to Me: Treating People with Intellectual Disabilities with Respect

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PART 2 - Practical Recommendations and Interventions: Asperger’s Syndrome

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PART 2 - Practical Recommendations and Interventions: Asperger’s Syndrome

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This presentation offers a simple and effective way to expose groups, large and small, to the importance of diversity and inclusion in the workplace using insightful tips, and true/false data.

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This article provides the proper language to use when referencing a person with a disability.  It lists some acceptable words that are more respectful and descriptive of the conditions which challenge some individuals, so as to not offend anyone. It also includes some specific examples of what to say or how to act around a person with a disability.

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People with disabilities are people first. Their disability is a part of their identity. Yes, it is a part of them, but it may not be the most important aspect. People with disabilities are like you. They may look, move, or act differently sometimes, but they strive towards similar goals. They do not want to be treated differently, but instead they want the same things in life that we do ... to be loved, appreciated, respected and productive.

Changes in laws, policies, and attitudes have opened opportunities for people with disabilities to pursue education, recreation, and employment in the mainstream of community life. Increasingly we find ourselves in situations involving people with disabilities, and we would like Ball State to be a community of inclusion. By working together to create positive attitudes toward people with disabilities we can create a better campus, a better society-and that is positive for everyone!

Language-A Powerful Tool

"Handicapped man confined to wheelchair..." "Girl stricken with cerebral palsy..." Words and phrases such as these help to shape incorrect perceptions of people with disabilities. Negative attitudes are often the greatest barrier for people with disabilities to overcome.

Even the word "handicap" itself is considered insulting by some-and should be avoided. "Handicap" is derived from "cap in hand," a phrase associated with beggars and begging. When speaking or writing, always refer to the person first and not his or her disability. Do not say that someone is "afflicted with blindness;" instead refer to "a person with blindness."

Be sensitive when choosing words. Grouping individuals together as "the mentally retarded" or "the handicapped" puts the focus on the disability, not on the individual and his or her dignity as a human being. "People with disabilities" or "individuals who use wheelchairs" places people first. Some folks may also prefer "disabled person" or "D/deaf student" or "autistic individual." Treat disability identity as you would any other name or pronoun - just ask the person what they prefer to be called!

The following are some acceptable words that are more respectful and descriptive of the conditions which challenge some individuals:

blind or visual disability

mobility disability

communication disorder

congenital disability

deafness

developmental disability

disability

epilepsy

hearing disability

learning disability

person with a disability

disabled person

seizure disorder

unable to speak or nonverbal

·student on the autism spectrum or autistic student

wheelchair user

The Importance of Interaction

Sometimes it is difficult to know what to say or how to act with a person with a disability.

The following are suggestions for interacting with people with disabilities:

1. Maintain eye contact.

2. Talk directly to the person with the disability, even if he or she is using an interpreter. Even if parents or friends are present, encourage the person with the disability to express his her own opinions.

3. Ask if assistance is needed, rather than assuming it is.

4. Use a normal tone of voice. If the person cannot hear or understand you, he or she will let you know. Raising your voice causes more confusion.

5. If you do not understand what the person with the disability is saying, you should say so. This will be appreciated. Ask the person to repeat or use an alternative phrase if necessary.

6. When talking with a person who has a mental disability, speak simply, not loudly. Remember that simple language is not childish language.

7. Be careful not to assume that a person with one disability also has others. A person in a wheelchair does not necessarily have a mental disability, nor is a person who is blind likely to have a hearing impairment.

8. Be sure to make public events accessible by considering the needs of people with disabilities when planning these events.

9. When first meeting a person with a severe loss of vision, always identify yourself and introduce anyone else who might be present.

10. When offering a seat to a person with a visual impairment, place a person's hand on the back or arm of the seat.

11. When talking with a person using a wheelchair, don't lean on the wheelchair. The chair is considered part of the body space of the person who uses it.

12. Do not try to avoid using common idioms like "see," "walk" or "hear" around people with disabilities. Being overly conscious of a person's disability can cause discomfort and awkwardness.

This information came from a brochure distributed by the Indiana Governor's Council for People with Disabilities.

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Etiquette for Interacting with Students with Disabilities

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Review guidelines for respectful and productive communication and interaction with people who have disabilities.