behavior management plans
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Behavior Management Plans. EXED 670 Session 2. Warm up. On the two poster boards… Write two ‘highs’ from the week Write one ‘low’ from the week Talk with your accountability pair about achieving your goal for this week… Did you success? Why or why not? - PowerPoint PPT PresentationTRANSCRIPT
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EXED 670
Session 2
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On the two poster boards…Write two ‘highs’ from the week Write one ‘low’ from the week
Talk with your accountability pair about achieving your goal for this week… Did you success?Why or why not?How can this help you create next week’s
goal
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What did you see this week?
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Allie and Sam
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Dealing with Difficulty Behavior
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Strengths Difficulties
Clear expectations to break down classroom rules
Allow for self-monitoring skills
Track progress for student and IEP
Focus on teaching not on behavior
Not always enforced by all teachers
All participates on the same page (consistent)
Consistent reward usage Sticking with it after
improvement! Too disruptive to learning Peer issues
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Are there specific classes that behavior occurs most often?
What do you know about that classroom?
Is it related to an already identified disability?
What classroom management strategies are present?
Is it a class that your co-teach in?
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Talk with the classroom teacherWhat is tolerable to them?
What are deal-breakersHow would he/she like behaviors handled?
Be supportive
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Accommodations Behavior Plans
less significant behaviors
Can be controlled by teacher behaviors
Examples
Aggression Verbal Physical Socially
unacceptable Not age
appropriate
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Frequency – How often it happens Use for things like hitting, getting out of seat,
blurting out, swearing, turning in homework Duration – How long does the behavior last?
Use for things like remaining in seat, crying, tantruming, sleeping in class
Interval – Is it occurring at a certain interval? Use for very high frequency behaviors such as
blurting out, sitting in seat, working on a task, drumming on the desk
Latency – How much time elapses before the behavior is exhibited? Use for things such as beginning a task / following
a direction after a command is given, turning in completed work, stopping a misbehavior when redirected
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Important to do before planning any BIP Variety of forms to use Have a timer and a good seat Examples from article
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Essential for some students EDBDNot for Autism or ADHD
Best done with the support of the school psychologist and parent
Bring the data!
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Student InterviewProvide a list of choices Provide specific times of day Mix it up!
Involve the whole community Favorite teachers, other students, parents,
outside agencies Student Questionnaires
All students at the beginning of the year
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Provides very specific behavior goals Provides very specific positive and
negative consequences Provides the student with some choice
and control Is easily understood by the student
regardless of age Keep a journal or record of the ups and
downs during the first BIP trial to present back to the BIP team
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Best if they are…easily mobile Simple ClearQuick to interact with Carried by the student Consistently used by all teachers
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Discussion with article
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It this working? Is it taking too much time out of instruction? Is the child responding to it?
Week 1 Week 2 Week 3
Meet at least every 6 weeks with BIP team Get feedback from the student and the
other teachers involved for improvement
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Time to Share!