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Effective Behavior Support:
Year 1 Induction
Effective Behavior Support:
Year 1 InductionPresented By:
Kristen N. SalamoneIntermediate Unit 1
Presented By:Kristen N. SalamoneIntermediate Unit 1
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AgendaAgenda
Day 1•Basic Behavior Management
•Standards Aligned System Portal- Student Interpersonal Skills
Day 2•Presentations
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Tertiary Interventions•Individual Students•Assessment-based•High Intensity
Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
The Public Health ModelThe Public Health Model
Academic Systems Behavioral Systems
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What is Behavior?What is Behavior?
• Psychology, Animal Behavior.– a.observable activity in a human or
animal.– b.the aggregate of responses to
internal and external stimuli.
• Psychology, Animal Behavior.– a.observable activity in a human or
animal.– b.the aggregate of responses to
internal and external stimuli.
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Modeling the Public Health Model in Your ClassroomModeling the Public Health Model in Your Classroom
Classroom Management
Reward Systems as Intermittent Interventions
Individual Interventions
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Mrs.. Smith’s 5th Grade ClassMrs.. Smith’s 5th Grade Class
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=
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Modeling the Public Health Model in Your ClassroomModeling the Public Health Model in Your Classroom
Classroom Management
Reward Systems as Intermittent Interventions
Individual Interventions
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Basic BeliefsBasic Beliefs
• Setting has a HUGE impact!• Punitive Consequences are
overused• Reactions matter.• Attitudes matter.. More.
• Setting has a HUGE impact!• Punitive Consequences are
overused• Reactions matter.• Attitudes matter.. More.
“Inclusion can be law in the books, but this is an attitude issue”
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“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized.”
~Haim Ginott
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Management PlanManagement Plan
• Design Rules that communicate your most important expectations
• Make them visible• Specific• Observable• Positive• Too many rules=ineffective
management
• Design Rules that communicate your most important expectations
• Make them visible• Specific• Observable• Positive• Too many rules=ineffective
management
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Common Rule Infractions… “I’ve had enough!”
Common Rule Infractions… “I’ve had enough!”
“If consequences are too harsh and you aren’t implementing with consistency, you open the gate for misbehavior”
~Dr. Randy Sprick
“If consequences are too harsh and you aren’t implementing with consistency, you open the gate for misbehavior”
~Dr. Randy Sprick
•Time=Crime
•Calm and Consistent
•Immediate (when possible)
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Menu of Mild ConsequencesMenu of Mild Consequences
• Gental verbal reprimand• Record of a behavior• Behavior improvement form• Parental contacts• Restitution• Time owed (secondary)• Incorporate behavior into grading• After school/lunchtime detention
• Gental verbal reprimand• Record of a behavior• Behavior improvement form• Parental contacts• Restitution• Time owed (secondary)• Incorporate behavior into grading• After school/lunchtime detention
•Timeout- 3 levels:–Removal from SGI–Isolation area in class–Outside of Class–Timeout a different object
•Student devises own plan-ownership of behavior•Restriction from privledges•Sent to another class•Sent to office
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“That’s not one of the rules!”“That’s not one of the rules!”• Follow your Instincts• Preliminary Strategies• Follow-Up Strategy
• Follow your Instincts• Preliminary Strategies• Follow-Up Strategy
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TEACH your ExpectationsTEACH your Expectations
• Identify Critical Content: “What do your students need to know to be successful?”
• Do this for each major instructional activity
• Clarify• Teach expectations
• Identify Critical Content: “What do your students need to know to be successful?”
• Do this for each major instructional activity
• Clarify• Teach expectations
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Conversation- can they talk? What level?Help- how do they get help?Activity- what is the outcome?Movement- can they get out of their seats?Participation- what behaviors show they
are participating?
Conversation- can they talk? What level?Help- how do they get help?Activity- what is the outcome?Movement- can they get out of their seats?Participation- what behaviors show they
are participating?
CHAMP MODEL
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Minor Infractions vs. Major InfractionsMinor Infractions vs. Major Infractions• Traffic Ticket vs. Parking Ticket• Rules• Consequences
• Traffic Ticket vs. Parking Ticket• Rules• Consequences
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Positive FeedbackPositive Feedback
• Frequent• Specific• Descriptive• Contingent• Non-embarassing• 3:1 Ratio
• Frequent• Specific• Descriptive• Contingent• Non-embarassing• 3:1 Ratio
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Expectancy X Value = MotivationExpectancy X Value = Motivation
Expectancy- the degree that which you expect to be successful at a task
Value- the degree to which you value the rewards that accompany success
Expectancy- the degree that which you expect to be successful at a task
Value- the degree to which you value the rewards that accompany success
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Reward does not equal BribeReward does not equal BribeIndividual
Rewards• Give notes• Shake hands• Call parents• Student is
teacher
Individual Rewards
• Give notes• Shake hands• Call parents• Student is
teacher
Group RewardsPlay a gameMusic during workPrincipal’s praiseCompliment class
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What went Wrong???What went Wrong???
• Confict Cycles• Power Struggles
• Confict Cycles• Power Struggles
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The Conflict CycleThe Conflict Cycle
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Power StrugglesPower Struggles
“Resistance is created when we fail to determine the world view from which a student operates and fail to modify our behavior accordingly.” ~Dr. John Maag, author of Powerful Struggles: Managing Resistance, Building Rapport
“Resistance is created when we fail to determine the world view from which a student operates and fail to modify our behavior accordingly.” ~Dr. John Maag, author of Powerful Struggles: Managing Resistance, Building Rapport
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Modeling the Public Health Model in Your ClassroomModeling the Public Health Model in Your Classroom
Classroom Management
Reward Systems as Intermittent Interventions
Individual Interventions
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Common Questions and ConcernsCommon Questions and Concerns• Bribery?• Does rewarding undermine
responsibility? • Do reinforcement systems “hook”
or become addicting?• Can I get rid of the reinforcement
system?
• Bribery?• Does rewarding undermine
responsibility? • Do reinforcement systems “hook”
or become addicting?• Can I get rid of the reinforcement
system?
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SAS PortalSAS Portal
• www.pdesas.org• Login to SAS Portal
– Create user id/password if you don’t have one
• Explore the SAS Portal• Find the Student Interpersonal
Skills on the portal
• www.pdesas.org• Login to SAS Portal
– Create user id/password if you don’t have one
• Explore the SAS Portal• Find the Student Interpersonal
Skills on the portal
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AssignmentsAssignments• Have a peer record your number of positive
interactions with students and your number of negative interactions with students in 30 minutes. Figure out your ratio and write a “reaction” to your positive to negative ratio.
• Log on to the SAS Portal. Explore the different areas of the portal. Spend at least 30 minutes exploring the portal and searching for Student Interpersonal Skills. Create 3 lessons or activities using the portal (see attached assignment sheet and rubric).
• Have a peer record your number of positive interactions with students and your number of negative interactions with students in 30 minutes. Figure out your ratio and write a “reaction” to your positive to negative ratio.
• Log on to the SAS Portal. Explore the different areas of the portal. Spend at least 30 minutes exploring the portal and searching for Student Interpersonal Skills. Create 3 lessons or activities using the portal (see attached assignment sheet and rubric).