behavior management
DESCRIPTION
Behavior Management. Quick Tips Within YAFA’s RtI /MTSS Framework. Website for Resources. http://effectivesystems.wikispaces.com/welcome. Strong Mental State. Stay intellectually stimulated Be current with subject and teaching methods Put things into perspective - PowerPoint PPT PresentationTRANSCRIPT
QUICK TIPS WITHIN YAFA’S RTI /MTSS FRAMEWORK
Behavior Management
Website for Resources
http://effectivesystems.wikispaces.com/welcome
Mrozek, 2010
Strong Mental State
Stay intellectually stimulatedBe current with subject and teaching
methodsPut things into perspectiveKnow yourself (strengths and weaknesses)Use other teachers as a resourcePractice relaxation/meditationEscape through hobbies, interests, and
passions
Intensive InterventionsSpecialized
IndividualizedSystems for Students
with High-Risk Behavior
Targeted Interventions
Specialized GroupSystems for Students
with At-Risk Behavior
Universal InterventionsSchool-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5% School-Wide
Positive BehaviorSupport
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
Tier 3/Tertiary
Small Group Interventions (CICO, etc)
In
terv
entio
nAssessm
en
tAdapted from T. Scott, 2004
Group Interventions with Individualized components
Function-based intervention
Attendance, ODR, GPA, etc.
CICO data, data from other targeted groups
Functional Behavior Assessment
Practices
Continuum of supportsDocumentation for targeted and intensive
interventions What intervention consists of Materials needed Data-based decision rules Plan for progress monitoring
Interventions for academic and social behavior linked
Mrozek, 2010
Establish Clear Classroom Expectations
Methods of InstructionMethods of Assessment/GradingCode of ConductParental InvolvementSocial SupportPolicies and Procedures
Kelly, 2010
Top 10 Tips for Classroom Management
1. It’s Easier to Get Easier2. Fairness in Key3. Deal with Disruptions with as Little Interruption as
Possible4. Avoid Confrontations in Front of Students5. Stop Disruptions with a Little Humor6. Keep High Expectations in Your Class7. Over-plan8. Be Consistent9. Make Rules Understandable10. Start Fresh Everyday
BEHAVIOR IS FUNCTIONALLY RELATED
TO THE TEACHING ENVIRONMENT
The key
Universal Strategies: School-Wide
Essential FeaturesStatement of purposeClearly define expected behaviors (Rules)Procedures for teaching & practicing expected behaviorsProcedures for encouraging expected behaviorsProcedures for discouraging problem behaviorsProcedures for record-keeping and decision making
(swis.org)Family Awareness and Involvement
I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies
Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting
Maintain personal space
WalkStay to the right on stairsBanisters are for hands
•Walk•Push in chairs•Place trash in trash can
Wash hands with soap and waterKeep water in the sinkOne person per stall
Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self
•Walk•Enter and exit gym in an orderly manner
Respectful
•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly
Be honestTake care of yourself
Walk quietly so others can continue learning
Eat only your foodUse a peaceful voice
Allow for privacy of othersClean up after self
•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language
Be an active listenerApplaud appropriately to show appreciation
A Learner
•Be an active participant•Give full effort•Be a team player•Do your job
•Be a risk taker•Be prepared•Make good choices
Return to class promptly
•Use proper manners•Leave when adult excuses
•Follow bathroom procedures•Return to class promptly
•Be a problem solver•Learn new games and activities
•Raise your hand to share•Keep comments and questions on topic
Best Middle School
Targeted Interventions: Building Blocks
Teach/build pro-social replacement behaviorsBuild maintenance and generalization strategies to
promote useAttend to possible function of the problem behavior
Important Themes
Small group = all students get the same intervention (e.g., pull out social skills)
Targeted = altering classroom or other environment to support a small number of students but will likely benefit all students (e.g., classroom environment changes)
Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building
Small Group / Targeted Interventions
Social Skill TrainingSelf-ManagementMentors/Check-inPeer tutoring / Peer NetworkAcademic support Individual plans (FBA)
Group Procedures
Who & how many in the group? 5-8
When & how long meet? At least weekly over the school year
Who teaches? Combination
Basic behavior management Routines Expectations Attention signal Incentives
Social skill outcomes, expectations, etc. must be connected to the school-wide PBIS system
Social Skills ClubCurriculum & Delivery of Instruction
Collected and prepared materials from a variety of sources.
One hour per week after school for the academic school year
Attention to pre-requisite skills for participating in lessons.
Structured format: Advanced Organizer, Teach, Model, Role play, Review, Test & Homework
Social Skills Clubgeneralization
Posters of each lesson given to classroom teachers to display in class and use as visual prompt.
“Club” participants present weekly social skill lesson to from club to their class.
Staff instructed on how to prompt and reinforce
Check-in Check-out Cycle
Weekly Meeting
9 Week Graph Sent
Program Update
EXIT
Behavior Plan
Morning Check-
In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Check-in
Focus is on academic & social compliance AM / PM
Teach strategies to enter work /objectives to accomplish Agendas
All staff must prompt/reinforce student use
Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day
CICO RecordName: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total pointsComments:
HAWK ReportDate ________ Student
_______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and objects
to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Lunch 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Recess 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report
Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
CICO Home Report
Name: _____________________________Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
Why does CICO work?
• Improved structure– Prompts are provided throughout the day for correct behavior.– System for linking student with at least one positive adult.– Student chooses to participate.
• Student is “set up for success”– First contact each morning is positive.– “Blow-out” days are pre-empted.– First contact each class period (or activity period) is positive, and sets
up successful behavioral momentum.
• Increase in contingent feedback– Feedback occurs more often.– Feedback is tied to student behavior.– Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work?
• Program can be applied in all school locations– Classroom, playground, cafeteria (anywhere there is a supervisor)
• Elevated reward for appropriate behavior– Adult and peer attention delivered each target period– Adult attention (and tangible) delivered at end of day
• Linking behavior support and academic support– For academic-based, escape-maintained problem behavior incorporate
academic support
• Linking school and home support– Provide format for positive student/parent contact
• Program is organized to morph into a self-management system
– Increased options for making choices– Increased ability to self-monitor performance/progress
Logistics for Setting up a CICO program
• Faculty and staff commitment• Is problem behavior a major concern?• Are staff willing to commit 5 min per day?• Is CICO a reasonable option for us?
– More than 5 students need extra support– CICO is designed to work with 10-12% of kids in a school– CICO typically “works” with 67% of students.– CICO does NOT replace need for individualized supports.
• Team available • Team leader• CICO coordinator (morning, afternoon)• Team (meets at least once every two weeks)
Logistics for Setting up a CICO program
• School-wide PBS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem behavior
• Process for identifying a student who may be appropriate for CICO
• Student is not responding to SWPBS expectations– Request for Assistance
• Student finds adult attention rewarding• Student is NOT in crisis.
Logistics for Setting up a CICO program
• Daily CICO progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and
returning the card.
• Home report process• Can be same as progress card• Can be a unique reporting form
Logistics for Setting up a CICO program
• Trading menu• Reward for collecting and turning in daily progress card• Reward for meeting daily goal• Exchange system for points earned
• Collecting, summarizing and using data• Daily updates• Weekly review by team• Referral to BISCC structure for individualized
interventions.
28
Moving into Intensive Levels of Support
Every behavior serves a purpose Your job is to find that purpose and replace
the problem behavior with a more appropriate one.
Your Initial Perception may not be as accurate as you
think….
Remember: Shi(f)t happens….
Modify as needed!!