Rock McLean, M.Ed. ESSENTIALS FOR MANAGING STUDENT CLASSROOM BEHAVIOR

OBJECTIVES OF THIS PRESENTATION: 1.Discuss the management of student behavior through: A. Reactive vs. Pro-Active Behavior Management Systems B. Positive Behavior Supports C. Understanding conflict D. Rules and Procedures E. Consequences 2. Review some excellent data collection ideas

PRO-ACTIVE VS REACTIVE SYSTEMS What are they?

REACTIVE (Of a person, policy, or action) Something that is done in response to a problem or situation. Reacting to problems when they occur instead of planning something that could prevent them.

PRO-ACTIVE (Of a person, policy, or action) Creating or controlling a situation by causing something to happen rather than responding to something after it has happened. How can my classroom be pro-active in preventing potential problems?

DISCUSSION PRO-ACTIVE VS. REACTIVE What are some examples of these systems in everyday life? What are some examples of these systems in your schools? What are the benefits / detriments of these systems in your schools?

“If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?...we punish?... What makes the last sentence more difficult to complete? John Herner

POSITIVE BEHAVIOR SUPPORT SYSTEMS Positive behavior management happens on three levels: School-Wide Positive Behavior Support (SWPBS) Positive Classroom Behavior Supports Individual Positive Student Behavior Supports and Interventions

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORTS 1.Decision making framework 2.Guides in the selection of academic and behavior practices 3.Improves important academic and behavior outcomes for all students 4.Consistent from classroom to classroom.

THE BENEFITS OF SWPBS… This framework can focus a school, Allocate limited resources more effectively, Increase the perception that school is safe, and Reduce in office discipline referrals that directly leads to increased academic gain… …when combined with effective instruction.

Primary Preventions Whole School, Classroom, and Non-Classroom Systems for ALL Students & Staff 80% of Students Secondary Preventions Specialized Systems for Students with At-Risk Behavior 15% Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior 5% SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

Select Primary Team Training Select Primary Team Training Team Meets to Develop SWPBS Features Obtain Feedback from Staff Ongoing Obtain Feedback from Staff Ongoing

Implement Features Collect Data Review Data and Revise Develop Tiers 2 and 3

Reward when your expectations are being met! “Token” Earn Economies “Token” Earn Economies Tickets, Points, Marbles, Coins, Popsicle Sticks, Tallies, Happy Faces, Stickers, Check-marks, Class Performance Charts, etc. These are immediately or very closely followed by… Tangible and/or Intangible Rewards That can be used independently or in conjunction with… Level Systems Level Systems … Positive Classroom Behavior Supports

The MotivAider! Vibrates at timed intervals to provide an individual with a private prompt to engage in a specific behavior. Can be programmed to vibrate on a fixed or variable schedule at different duration and intensity levels. Can be used to manage a wide variety of behaviors and scheduling issues.

1.The SAMA Assistive Process (Verbal de-escalation procedure) 2. Observation, Data Collection, and Selecting Individual Interventions 3. Replacement Behaviors INDIVIDUAL POSITIVE STUDENT BEHAVIOR SUPPORTS AND INTERVENTIONS

THE GREAT BEHAVIOR GAME

CLASS DOJO

WHEN ACTING OUT BEHAVIORS OCCUR, WE OFTEN ONLY LOOK AT THE END RESULT. CONSIDER THE FOLLOWING: 1. Prerequisite Academic Skills 2. Signs of Agitation 3. Escalating Behavior Chain 4. Presence of Successive Interactions

PROACTIVE STRATEGIES FOR MAINTAINING EXPECTED BEHAVIORS Design physical space of classroom Establish a practical VISUAL schedule Establish, post and continually teach classroom rules and expectations Establish and continually teach classroom routines PLAN your lessons to a tee! Create and/or utilize a reward/behavior management system

Staff-Student Relationship Unchanged Staff-Student Relationship Improved Staff-Student Relationship DAMAGED! Three Possible Outcomes of a Conflict Conflict!

Use Diffusers Rather Than Escalators Diffusers  Calm, neutral tone of voice  Addressing issues in private  Reflective listening  Problem-solving approach as opposed to a punitive, confrontational approach  Acknowledging positive as well as negative behavior  Providing student with a “save face” option Escalators  Yelling  Public confrontation  Sarcastic or judgmental tone of voice  Invading personal space  Shaming and blaming  Bringing up the past  Engaging in power struggle (i.e. arguing back)  “Backing student into a corner”

Establishing Classroom Rules and Procedures! It would be easy if all we had to do was tell our students what all of our classroom rules and procedures are on the first day of school. In a perfect world, they would remember them and follow them without fail until the very last day of school. Dream On! They are kids. They will forget! Paula Naegle, 2002 ONE OF THE BEST TEACHING PRACTICES OF ALL!

Select 3 or 4 rules. State these rules as positive expectations. Give specific examples of behavior that demonstrate each rule. Rules should be the same or aligned with the rules established through your SWPBS (where applicable). Identify your rewards and consequences (pro-active system). Post the rules in your classroom. Teach them throughout the school year. SUGGESTED GUIDELINES FOR CLASSROOM RULES

Establishes the classroom climate by setting and practicing classroom procedures throughout the school year. An excellent time-saving strategy. Sets up routines that help you and your students focus on academics. Creates an environment that is less stressful for everyone ABOUT CLASSROOM PROCEDURES

Consequences Consequences work best when they: 1. Are clear and specific 2. Relate directly to statement of purpose, rules, and procedures 3. Possess a range of intensity or hierarchy of alternatives (progressive) 4. Are natural and logical Iris Center, Vanderbilt University In a pro-active system, many times the consequence will be the withholding of the expected reinforcer / reward.

When delivering consequences 1. Apply them consistently 2. Use the power of proximity 3. Make direct eye contact 4. Use a soft voice 5. Be firm and anger-free 6. Link the consequence to the expected behaviors 7. Never accept excuses, bargaining, or whining 8. Be educative, not vindictive

DATA COLLECTION Why Collect Data? To assist with students’ specific needs To determine intervention effectiveness and assist with making changes based on valid information To provide data for FBA, BIP, and IEP Maintains your program integrity

KINDS OF DATA MEASURES Frequency Intensity Duration Permanent Product Rate Latency

Data, observation, interviews, drive the interventions… Data, observation, interviews, drive the interventions… Which collects more data… Which collects more data… Which drives the current or another intervention… Which drives the current or another intervention… Which collects more data… Which collects more data… There is no fixed recipe or a “sure fire” intervention. Behavior interventions are a continuum of trials. Find the ones that will have positive results. REMEMBER…

Every behavior serves a function. There’s always a pay-off; something that will reinforce the likelihood that the behavior, good or bad, will be repeated. Select appropriate replacement behaviors that serve the same function and have an equal or better pay-off. A WORD ABOUT REPLACEMENT BEHAVIORS …

Murrell SDS Ex. 219 Thank you! You are all amazing for what you do!