1. Working Hard vs. Working Effectively
What Is Your Behavioral Support Game Plan?
Specifically: What are you trying to accomplish?
Specifically: What does your behavioral support look like?
Are behavioral supports and strategies consistent with school and classroom cultures?

2. What Are The Essentials?

3. #1 Collective Agreement
The process of learning involves teaching both academic and social-emotional skills

4. #2 Proactive vs. Reactive Supports
Reducing Crisis Orientation
Staying ahead of the game
When to seek staff support

5. What strategies have already been tried prior to referral?
Proactive strategies 0/13
Reactive strategies 12/13 Privilege loss, reprimands,
parent contact, suspension,
sent to office
Scott et al 2005

6. Why did you refer the student for FBA at this particular point in time?
Problems less than 1 year 1/13 Disrupting class for months
Problems over more than 1 year 1/13 “inappropriate” behavior for
over 2 years
Student in crisis 11/ “danger” or “dangerous” (4),
“very disruptive,” “unmanageable,”
“cannot tolerate,”
“spends most of time in
office,” “intense aggression,”
“aggression,” “disruptive”
Scott et al 2005

7. FOR ALL, FOR SOME AND FOR FEW
Shifting off Reactive
FOR ALL, FOR SOME AND FOR FEW
School Wide and Classroom Management
Anticipate and have a direction / Eyes on the target
Specifically target and reinforce “non-problem” or success behavior
Reinforce absence of specific problem behavior
Emotions in check?

8. #3 How Do You “See” Behavior?
BEHAVIOR IS SKILL-BASED AND INSTRUCTIONAL
BEHAVIOR OCCURS IN CONTEXT
BEHAVIOR IS RELATIONAL

9. Kind of error
Procedures for Academic Problem
Procedures for Social Problem
Infrequent
Assume student is trying to make correct response
Assume error was accidental
Provide assistance (model-lead-test)
Provide more practice
Assume student has learned skill and will perform correctly in future
Assume student is not trying to make the correct response
Assume error was deliberate
Provide negative consequence
Practice not required
Assume student will make the right choice and behavior in future

10. Kind of error
Procedures for Academic Problem
Procedures for Social Problem
Frequent (Chronic)
Assume the student has learned the wrong way
Assume student has been taught (inadvertently) the wrong way
Diagnose the problem
Identify misrule or determine more effective manner in which to present
Adjust presentation. Provide feedback. Provide Practice and review
Assume student refuses to cooperate
Assume student knows what is right and has been told often
Provide more negative consequences
Withdraw student from normal context
Maintain student removal from normal consequence

11. Behavior Occurs in Context

12. Behavior is Relational
Student
Adults and
Peers
Behavior

13. Thinking /Assumptions
Behavior
Language / Self Talk
Decisions / Choices
Personal History
Thinking /Assumptions

14. Teacher Factors Negatively Affecting Discipline and Learning
INCONSISTENCY IN MANAGEMENT TECHNIQUES
REINFORCEMENT OF THE WRONG BEHAVIOR
FORMATION OF INAPPROPRIATE EXPECTATIONS
NON-FUNCTIONAL OR IRRELEVEANT INSTRUCTION

15. Teacher Factors Negatively Affecting Discipline and Learning
INSENSITIVITY TO LEGITIMATE INDIVIDUALITY
ENCOURAGEMENT OF UNDESIRABLE MODELS
IRRITABILITY AND OVER-RELIANCE ON PUNISHMENT
UNWILLINGNESS TO TRY NEW STRATEGIES OR TO SEEK SUGGESTIONS FROM OTHER PROFESSIONALS

16. #4 Changing Behavior Is More Than Changing Behavior

17. Effectively Supporting Behavior Change
More than “stop”
Consider
Environmental (context) changes
Demand sets
Adult approach and response behavior
Targeting student perceptual changes

18. Effectively Supporting Behavior Change
What Does A Behaviorally Supportive Community Look Like?
Common Language
High Reliance on “Group” vs. “Individual” School Culture
No Islands
High Reliance on Sequential Procedures and Plans
Avoiding Spontaneous
High Reliance on Instruction and Practice
Learning Expectations

19. TEAM TASKS
WHAT PROACTIVE BEHAVIOR SUPPORTS ARE ALREADY IN PLACE (SCHOOLWIDE AND CLASSROOM)?
WHAT ADDITIONAL SUPPORTS ARE NEEDED?
WHAT MECHANISMS ARE IN PLACE TO BUILD A SHARED VISION ON HOW WE SEE BEHAVIOR?
WHAT MECHANISMS ARE IN PLACE TO IDENTIFY EMERGING STUDENTS?

20. WHAT’S IMPORTANT?

21. What contributes to student behavioral success?
#1 What Do We Teach?
What contributes to student behavioral success?

22. What Is Important? Follows Directions Attends to your instructions
Lane 2003: (Assertion / Self Control / Cooperation)
Follows Directions
Attends to your instructions
Controls temper in conflict situations with peers
Controls conflict situation with adults
Responds appropriately to physical aggression from peers

23. What Is Important? Merrell 1997: Pro-social behaviors
Self Management (controls temper, compromises, cooperates with others)
Academic (completes tasks, carries out directions, uses free time appropriately
Compliance (follows directions and rules, shares with others)
Assertion (initiates conversations, joins activities)
Peer Relations (compliments others, offers help)

24. Social-Emotional Learning
SELF AWARENESS (Understanding Self)
SELF MANAGEMENT (Regulating)
SOCIAL AWARENESS (Understanding Others)
RELATIONSHIP SKILLS (Cooperation, Conflict Resolution)
RESPONSIBLE DECISION MAKING (Capacity to make choices and decisions)

25. Some Foundational Personal Skills
Self Management
Emotion (managing arousal / frustration)
Behavior (managing impulses)
Problem Solving
Task Problem Solving
Social Problem Solving

26. Best Practice FBA / BIP Process Self Monitoring Problem Solving
Goal Setting
Social Skills

27. #2 Accurate Understanding of Student Behavior
ACHIEVEMENT GAP VS
OPPORTUNITY GAP

28. Accurate Understanding of Student Behavior
Characteristics
Information from neurosciences
Executive Function
Neural learning (bookmarks)
Excitability (arousal)
Reactivity
Cognitive / perceptual misinterpretations or distortions

29. Accurate Understanding of Student Behavior
Capacity
Concept of Working Memory
The relationship between capacity and demand

30. Accurate Understanding of Student Behavior
CHRONICITY FOR “SOME” AND FOR “FEW”
THERE IS A DIFFERENCE

31. Intervention Strategies for Green Zone / Early Yellow Zone Students
Rewards and consequences
Reprimand
Punishers
Consider student behavior as a product of a “choice”
Trackers 31

32. Intervention Strategies for Yellow and Red Zone Students
Changes in environment
Changes in approach to behavior
Changes in response to behavior
Consider behavior as reflecting a maladaptive attempt to get needs met
Consider behavior to reflect a skill deficit 32

33. TEAM TASKS
WHAT DO TEACHERS FEEL ARE IMPORTANT SUCCESS BEHAVIORS IN YOUR SCHOOL? WHAT ARE MECHANISM TO IDENTIFY THESE BEHAVIORS?
HOW IS STUDENT BEHAVIORAL AND EMOTIONAL SELF MANAGEMENT BEING ADDRESSED SCHOOLWIDE AND IN THE CLASSROOM?

34. Effective Support Plans

35. Effective Support Plans
Developed within a context
Context of community
Accompanying philosophy (shared vision / language)
Team Approach
Lower Reliance on “Experts”
Reflects a sequential system
Increasing levels of precision and organization
Decreasing level of complexity

36. Effective Support Plans
Focus On
Making Changes in the Environment
Teaching New Skill
Providing New and Different Ways to do Things

37. Effective Support Plans
Student on Board?
Getting Students Involved In Their Own Behavior
Who’s in charge?
The Importance of Students Feeling Successful and Involved
Hope and optimism
The Need to Work Towards Increasing the Student’s Sense of Belonging
Alienation of Diverse Groups

38. TEAM TASKS
WHAT ARE YOU AS A TEAM DOING TO REDUCE RELIANCE ON “EXPERTS”?
WHAT MECHANISMS ARE IN PLACE TO GET STUDENTS INVOLVED / PARTICIPATING IN BEHAVIOR PLANS?
WHAT DOES IT LOOK LIKE WHEN A STUDENT IS ACTIVELY PARTICIPATING IN BEHAVIOR CHANGE?

39. When Plans Don’t Work What do you want your plan to accomplish?
Containing Disruptive Behavior ?
Building Student Capacity

40. When Plans Don’t Work What to do when a BSP doesn’t work
PENT: (
What to do when a BSP doesn’t work

41. IDEAS TO PLAN AND PROBLEM SOLVE
BE THOUGHTFUL
IMPULSIVE OR ATTENTION SEEKING?
SEE THROUGH THE BEHAVIOR
USE A PROBLEM SOLVING FORMAT
SEEK PARTNERSHIP / COLLABORATION
IDENTIFY PROBLEM IN RELATION TO CLASSROOM AND STUDENT GOALS
BE EFFICIENT
ADDRESS BEHAVIOR AT THE RIGHT TIME
USE TIME

42. TEAM TASKS
IDENTIFY 2 IMPORTANT THINGS YOU NEED IN PLACE TO INCREASE YOUR CAPACITY TO PROVIDE EFFECTIVE BEHAVIOR SUPPORT?
WHAT SUPPORTS WOULD BE HELPFUL IN THE COMING YEAR?