BEHAVIOR MANAGEMENT AT THE SECONDARY LEVEL Courtney Stockton Developed in Conjunction With the Ventura County Special Education Local Plan Area (SELPA)

A FEW THOUGHTS ON BEHAVIOR 1) Acting out may be a student’s way of expressing a lack of healthy coping mechanisms in relation to his or her environment 1 2) Three main functions for behavior; want something, want to get out of something, or are looking for sensory input 2 3) Behavior has two main characteristics: it is observable and it is measurable 3. 1 Mea, M. L. (2013) 2 McKenney, E. L. W., Waldron, N., Conroy, M. (2013) 3 Taylor, S. S. (2011)

IN GENERAL… 1) Students with disabilities are trying their best 2) They may not be able to control behaviors 3) Be specific in the behavior being addressed A) What does ‘off task’ mean? i) Does not start when told to? ii) Stop often to engage in other behaviors? B) Make it measurable and observable 4) Work closely with Sped case manager

SOME SUGGESTIONS 1) Always give choices A) Should still be targeted towards desired behavior 2) Assign consequences 3) Decide what behaviors are important A) Teach them B) Be consistent C) Reward attempts towards these (P.B.S) 4) Evaluate the ABC’s Antecedent-What was happening just prior to the behavior? Behavior-What is the measureable and observable behavior? Consequence-What does the student get from the behavior? *May not have anything to do with the teacher

MORE SUGGESTIONS 5) Teach replacement strategies for unwanted behaviors A) Students are “getting” something from the behavior B) Figure out what “it” is C) Teach appropriate ways to still get “it” D) Use scheduled reinforcement to give “it” regularly 6) Use data

EVEN MORE SUGGESTIONS 7) Be aware of cultural differences 8) Develop and promote: A) Responsibility B) Citizenship C) Strong character D) Healthful living 9) Use technology whenever possible 10) Always start with a positive interaction 11) Use a daily progress form -See Slide 8 for an example 12) Self-monitoring strategies 13) Acknowledgements for appropriate behavior 14) R egular feedback concerning target behaviors

AND FINALLY… 15) Peer tutoring A) In each class B) School-wide -OASIS 16) Involve parents 17) Data tracking A) Can never have too much data (evidence) 18)Get the student involved

DAILY PROGRESS CHECK FORM 1 1 Lane, K., Capizzi, A. M., Fisher, M. H., & Ennis, R. (2012).

REFERENCES  Bing Images. “Data” (Picture Slide 5). Retrieved from 6/20/13  Bing Images. “Good Behavior ” (Picture Slide 2). Retrieved from 6/20/13  Bing Images. “Happy Face ” (Picture Slide 4). Retrieved from 6/20/13  Bing Images. “Off Task ” (Picture Slide 3). Retrieved from 6/20/13  Bing Images. “Tutoring” (Picture Slide 7). Retrieved from Bing Images. “Off Task ” (Picture Slide 3). Retrieved from 6/20/13

REFERENCES  Doolittle, J. H., Horner, R. H., Bradley, R., Sugai, G., & Vincent, C. G. (2007). Importance of Student Social Behavior in the Mission Statements, Personnel Preparation Standards, and Innovation Efforts of State Departments of Education. Journal Of Special Education, 40(4),  Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide Secondary and Tertiary Tier Practices and Systems. TEACHING Exceptional Children, 40(6),  Lane, K., Capizzi, A. M., Fisher, M. H., & Ennis, R. (2012). Secondary Prevention Efforts at the Middle School Level: An Application of the Behavior Education Program. Education & Treatment Of Children (West Virginia University Press), 35(1),  Mea, M. L. (2013). Implementing Applied Behavior Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities. Journal Of Visual Impairment & Blindness, 107(1),  McKenney, E. L. W., Waldron, N., Conroy, M. (2013): The Effects of Training and Performance Feedback During Behavioral Consultation on General Education Middle School Teachers' Integrity to Functional Analysis Procedures, Journal of Educational and Psychological Consultation. 23(1),

REFERENCES  Taylor, S. S. (2011). Behavior Basics: Quick Behavior Analysis and Implementation of Interventions for Classroom Teachers. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 84(5),  Tomlin, M., & Reed, P. (2012). Effects of Fixed-Time Reinforcement Delivered by Teachers for Reducing Problem Behavior in Special Education Classrooms. Journal Of Behavioral Education, 21(2),