Implementing Supportive Consequences in the Classroom
First Presenter's Institution
Winthrop University
First Presenter's Brief Biography
Dr. Shawnna Helf is a Professor of Literacy in the College of Education. Her research interests include early reading intervention, instructional design, professional development, and school-wide reading models.
Document Type
Event
Primary Strand
Positive Behavior Interventions and Support
Relevance to Primary Strand
The primary focus of the proposal is behavior management- when teachers have a clear system for teaching behaviors, modeling expectations, and providing specific feedback to students they are creating a sense of community in the classroom and promoting communication, motivation, and positive identity development. Having strong classroom management in place provides more time for academic improvement.
Brief Program Description
In this session, we will discuss the problems associated with commonly used punitive consequences to address challenging behaviors in the classroom and provide an alternative approach that is more in line with PBIS frameworks. This entails the use of a hierarchy of supportive consequences.
Summary
Many educators across the country are implementing Positive Behavioral Intervention and Supports (PBIS) in their schools and classrooms. While PBIS primarily focuses on proactive and preventative approaches to improve behavior, one of the essential elements of PBIS is the consistent use of consequences when students do not meet behavioral expectations. Most teachers view consequences as punitive reactions to misbehavior. However, there are ways to deliver consequences that are supportive in nature that result in positively redirecting students to engaging in desirable behavior, thereby eliminating the necessity of punitive responses. In this presentation, we will discuss the problems associated with commonly used punitive consequences to address challenging behaviors in classrooms and provide an alternative approach that is more in line with PBIS frameworks. This entails the use of a hierarchy of supportive consequences, which will be explained in detail allowing participants to immediately replicate or adapt this method in their classroom.
Evidence
More and more schools across the nation are using the Positive Behavioral Interventions and Supports (PBIS) framework to guide the development of school-wide and classroom-based behavior management practices. PBIS focuses primarily on proactive and preventative approaches to dealing with misbehavior as opposed to using reactive and punitive measures to respond to behavioral challenges (Scheuermann & Hall, 2012). This is because punitive consequences typically are not effective in promoting positive changes in the behavior of students who have consistent difficulties with meeting behavioral expectations (Alexrod & Apsche, 1983; Fabelo et al., 2011; Newcomer & Lewis, 2004). Unfortunately, many teachers view consequences as punitive reactions to misbehavior. The purpose of this presentation is to provide participants with suggestions for using a hierarchy of supportive consequences. When using a hierarchy of supportive consequences, the focus shifts from delivering consequences to let the students know they are doing something wrong to delivering consequences to positively redirect students and help them meet classroom expectations.
Learning Objective 1
compare and contrast punitive and supportive consequences
Learning Objective 2
create a plan for implementing supportive consequences in the classroom.
Recommended Citation
Helf, Shawnna, "Implementing Supportive Consequences in the Classroom" (2022). Southeast Conference on School Climate. 15.
https://digitalcommons.georgiasouthern.edu/secsc/2022/2022/15
Implementing Supportive Consequences in the Classroom
Many educators across the country are implementing Positive Behavioral Intervention and Supports (PBIS) in their schools and classrooms. While PBIS primarily focuses on proactive and preventative approaches to improve behavior, one of the essential elements of PBIS is the consistent use of consequences when students do not meet behavioral expectations. Most teachers view consequences as punitive reactions to misbehavior. However, there are ways to deliver consequences that are supportive in nature that result in positively redirecting students to engaging in desirable behavior, thereby eliminating the necessity of punitive responses. In this presentation, we will discuss the problems associated with commonly used punitive consequences to address challenging behaviors in classrooms and provide an alternative approach that is more in line with PBIS frameworks. This entails the use of a hierarchy of supportive consequences, which will be explained in detail allowing participants to immediately replicate or adapt this method in their classroom.
