MODULE 7: BEHAVIOR

How do we deal with behavior issues?

THREE TIERED MODEL

FAULTY ASSUMPTIONS ABOUT DISCIPLINE Students know the right way to behave

and are merely choosing to be defiant or insubordinate.

At risk students have a strong desire to be in school; the threat of exclusion deters misbehavior.

Discipline and punishment are the same thing. Students will not behave unless we “get tough”.

 

WHAT DO WE BELIEVE ABOUT

BEHAVIOR?

 WHAT ARE OUR CORE BELIEFS?

Activity 1

WHAT IS THE FUNCTION OF THE BEHAVIOR FBA (Functional Behavior Assessment)

Frequency IntensityDuration

FUNCTIONAvoid something

Work Environment Interaction Frustration Negative personal feelings

Get something Attention Control Power Relieve feelings of inadequacy

WHY SCHOOL WIDE POSITIVE BEHAVIOR? Poverty Drug Use Diminished Supervision Diminished Respect for Role-bound

Authority Higher Incentives for Negative Behavior Increased Exposure to Violence Limited Value for Education Loss of Relational Security

SCHOOL WIDE DISCIPLINE

Clear Expectations Strategies to teach those expectations

to all students High visibility of all staff, supervising

and watching for expected behaviors Strategies to provide frequent feedback

– both positive and corrective Positive relationships between adults

and students  

TIER I Definitions of problem behavior Develop behavior tracking forms Clearly defined behavior expectations Teach appropriate behaviors School-wide reward system Decision making points clearly defined

WHAT IS OUR CORE PBS PLAN? (INCLUDING INCENTIVES AND

CONSEQUENCES)

Activity 2

TIER II Functional behavior assessments

ABC’s of behavior Setting events Antecedents Behavior Consequences Extinction burst- behavior gets worse before it gets

better

Instructional issues and strategies

Behavior support options outlined—next steps

WHAT SUPPORTS FOR HABITUAL BEHAVIORS ARE IN

PLACE FOR OUR BUILDING?

Activity 3

INDIVIDUAL STUDENT SUPPORT: Support for Classroom Disruptions  Team-based Planning and Problem

Solving  Individual Behavior Plans

School, Home and Community Collaboration

TIER III What is the intensive behavior support

plan? How do I write an individual behavior

plan? How do I know if the plan is working?

WRITING A BEHAVIOR PLANSmart Goals: S—specific, clearly stated, simple (1-3

behaviors) M—measurable based on quantifiable

data A—Attainable and realistic R—Related to student performance and

achievement T—Time bound (6-8 weeks)

DATA??? Baseline: Data before interventions are put

in place

Aimline or goal: How much you want to achieve

Graph the data to determine whether or not progress is being made.

PROGRESS MONITORING

Key features of effective formative evaluation systems Student performance is measured frequently (e.g.,

once/week) and results in quantitative data Progress is monitored toward an observable,

measurable, and ambitious goal Progress is graphed and viewed regularly Data decision rules are used to evaluate the

effectiveness of interventions and determine when modifications to interventions are needed

PROGRESS MONITORING

Valid Reliable Fidelity of data

DATA ANALYSIS Comparison

What are you comparing?What is the standard for comparison?How do you know if you are making

progress?

LET’S PRACTICE WRITING A BEHAVIOR PLAN

Activity 4

REFLECTION

Activity 5

PROFESSIONAL DEVELOPMENT Needs

What type of professional development do we need?

Who is going to do it?When are we going to do it?Length of time neededFollow-up/Accountability

Options

THIS PRESENTATION WAS CREATED BYHIGH PLAINS EDUCATIONAL

COOPERATIVE

For more information on MTSS, contact HPEC 620-356-5577

For additional information on MTSS visithttp://www.kansasMTSS.org