prevention in the classroom. activity identify expectations you would have in your classroom
TRANSCRIPT
Prevention in the Classroom
Activity
Identify expectations you would have in your classroom
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•For Example: Student Study Team
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures•For example: Individual Intervention Plan
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response•For example: After school tutoring program
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response•For example: Group Social SkillsInstruction
Universal Interventions•All students•Preventive, proactive•For Example: Academic instructionThrough the math curriculum
Universal Interventions•All settings, all students•Preventive, proactive•For Example: Core values Instruction: Instructionin Schoolwide Expectations
Academic Systems Social Systems
GP #1: Remember that good teaching one of our best behavior management
tools
Simonsen&Sugai (2008)
Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Simonsen&Sugai (2008)
1. Minimize crowding & distraction
Design environment to elicit appropriate behavior: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (classrooms, cafeteria,
etc.)
Simonsen&Sugai (2008)
2. Maximize structure & predictability
Teacher routines: volunteers, communications, movement, planning, grading, etc.
Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
Simonsen&Sugai (2008)
3. State, teach, review & reinforce positively stated expectations
Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering
natural context. Monitor students behavior in natural context & provide
specific feedback. Evaluate effect of instruction - review data, make
decisions, & follow up.
Simonsen&Sugai (2008)
4. Provide more acknowledgements for appropriate than inappropriate behavior
Maintain at least 4 to 1Interact positively once every 5 minutesFollow correction for rule violation with
positive reinforcer for rule following
Simonsen&Sugai (2008)
5. Maximize varied opportunities to respond
Vary individual v. group respondingVary response type
Oral, written, gesturalIncrease participatory instruction
Questioning, materials
Simonsen&Sugai (2008)
6. Maximize Active Engagement
Vary format Written, choral, gestures
Specify observable engagementsLink engagement with outcome objectives
Simonsen&Sugai (2008)
7. Actively & Continuously Supervise
MoveScanInteractRemind/precorrectPositively acknowledge
Simonsen&Sugai (2008)
8. Respond to Inappropriate Behavior Quickly, Positively, & Directly
Respond efficientlyAttend to students who are displaying
appropriate behaviorFollow school procedures for major problem
behaviors objectively & anticipate next occurrence
Simonsen&Sugai (2008)
9. Establish Multiple Strategies for Acknowledging Appropriate Behavior
Social, tangible, activity, etc.Frequent v. infrequentPredictably v. unpredictablyImmediate v. delayed
Simonsen&Sugai (2008)
10. Generally Provide Specific Feedback for Errors & Corrects
Provide contingentlyAlways indicate correct behaviorsLink to context
Simonsen&Sugai (2008)
Teach Expectations: An ongoing Cycle (Sprick et al., 1998)
Teach Expectations:
Model, Instruct before activity begins/transition begins
Monitor Student Behavior by Circulation and Visually Scanning
Provide feedback
During the activity and
and the end of activity
Other Important Factors
CelebrationsAt least 3:1 positive (when student behaviors
appropriately) to negative (when a student misbehaviors).
Monitor students using dataUse SR+
Prevention through Organization and Procedures
Have procedures how to respondBathroom passAsk for helpTransition from activitiesTurn in homeworkTeach roles and expectations for all activities
and settingsAllow students breaks and teach procedures
for them
Organization and Seating
Seat students to promote goals of learning activities
Seat Students to promote AET/ALTAllow clear passagesEasy access to materials and limit clutterSeat students so you can move easily to them
and they have easy access to instructors
Responding to Misbehavior: A PBS Golden Rule
It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student.
Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)
Ethics
What is an a aversive?The use of an aversivePunishment vs. aversive
Preserving the dignity of the learnerIntegrity of practiceThinking about the whole personUniversal applicationAccountabilityAwareness = Responsibility
Application
Is this ethical- why or why not? Discuss this situation, what would you do if you knew about it-
would you encourage the teacher support her, or something else?.
In working with children what guidelines are critical to have for our profession?
Especially consider issues like punishment, aversives, denial of basic rights, freedom of movement, dignity
A student was having a behavior problems in your respected colleagues classroom. She was tactile defensive (sensitive to touch) and just rubbing her hand slightly with toothbrush was very unpleasant, possibly even painful; however it was difficult to assess exactly how painful it was because the student was non-verbal. The parent gave permission to your colleague, even encouraged her, to rub the toothbrush on her hand to help control the students behavior problems. The colleague was using the technique as a successful consequence and it was decreasing the students behavior problems in the classroom significantly.
Expectations & Responding To Misbehavior
In groups use the develop expectations for an chosen activity or transition.
Then develop a fun & creative way you might teach what you have outlined or part of what you have outlined to your students.
Demonstrate this creative approach to the class and share your completed worksheet on the overhead.
Responding to Misbehavior
It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student.
Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)
Responding to Misbehavior
Early Stage Misbehaviors: Proximity Gentle verbal reminder Conference with a student Family contact Humor Praise someone who is behaving responsibly Restitution Calm disapproval PEP (Privacy, Eye Contact, Proximity)