Chapter 9: Correcting

Task 1: Analyze and Adjust the Implementation of Your Basic Management Plan Task 1: Analyze and Adjust the Implementation of Your Basic Management Plan (Classroom Rule Violations & Early Stage Misbehavior - Chapter 3) Task 2: Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship with the Student Task 2: Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship with the Student Task 3: Analyze the Misbehavior and Develop a Function-Based Intervention Task 3: Analyze the Misbehavior and Develop a Function-Based Intervention Awareness Type Misbehaviors Ability Type Misbehaviors Attention Seeking Misbehaviors Habitual And Purposeful Types of Misbehaviors

Tasks in this chapter are designed to help you follow a sequential process to correct misbehavior: 1. Make minor changes to your Classroom Management and Discipline Plan, 2. Use positive relationships and interactions as a motivation strategy, 3. Analyze the function of the chronic misbehavior and design an intervention plan based on data.

Chapter 9 Tips! Who this chapter is for - page 358 Who this chapter is for - page 358 Effective corrections are - page 359 Effective corrections are - page 359 Read & Highlight the “take note” - page 360 Read & Highlight the “take note” - page 360

Task 1: Activity Blank reproducible Form 9.1 on CD & in your handouts Blank reproducible Form 9.1 on CD & in your handouts Completed sample on pages 362 – 363 Completed sample on pages 362 – 363 Bulleted plan (questions to consider) on pages Bulleted plan (questions to consider) on pages FYI: Individual student: your goal – tweak your plan, keep the needs of this student in mind FIRST try easy interventions, strategies, ideas Keep positive feedback very high Consistent implementation for 2 weeks

Task 1: Activity – 15 minutes Table teams: Identify a student with chronic misbehavior Tip - it really helps if the teacher (s)is with you when problem solving Table teams: Identify a student with chronic misbehavior Tip - it really helps if the teacher (s)is with you when problem solving Complete any 2 questions on Reproducible Form 9.1 Complete any 2 questions on Reproducible Form 9.1 Refer to the completed sample and/or bulleted plan on pages 362 – 365 Refer to the completed sample and/or bulleted plan on pages 362 – 365 Group share Group share

Task 2: Quick Notes Reproducible Form 9.2 on CD Reproducible Form 9.2 on CD Completed sample on pages 367 – 368 Completed sample on pages 367 – 368 Bulleted plan (questions to consider) on pages 369 – 370 Bulleted plan (questions to consider) on pages 369 – 370 Mini poster Mini posterFYI: Individual student: your goal - improve your connection with the student FIRST try easy interventions, strategies, ideas Keep positive feedback very high Consistent implementation for 2 weeks

Task 3: Analyze the misbehavior and develop a function-based intervention Highlight this information: Why students misbehave on pages 371 – 372 Why students misbehave on pages 371 – Step Approach to address chronic behavior 6 Step Approach to address chronic behavior pages 372 – 373 Function-based Intervention Plan Function-based Intervention Plan Reproducible Form 9.3 on CD Completed sample on page 374

Individual Student Interventions Match your interventions to the function of the behavior. Include “teaching” of replacement behaviors. An intervention handout to keep forever! 2 options

Your goal: Be a behavior detective! Be prepared to categorize misbehaviors as early-stage, awareness type, ability type, attention seeking, or habitual/purposeful and be prepared to use SPECIFIC intervention strategies for each category – see handout.

Chapter 9 Summary Sequential process with 3 Tasks: Tweak your plan Tweak your plan Connect with your students Connect with your students Match the intervention to the function of the behavior. Match the intervention to the function of the behavior. STOIC – spend more time on “STOI” and you’ll decrease the time you spend on “C.”

~ Always be willing to try another intervention if your intervention plan is not producing the results you want to see! ~ ~ Always be willing to try another intervention if your intervention plan is not producing the results you want to see!