1. Facilitating Positive Classrooms Session 6 -- 07/15/2015 Catholic College at Mandeville Launcelot I. Brown Dennis A. Conrad

2. 12-2 Activity 1 Discussion Discussion: Why do we assume that Aloysious is a lunatic as compared to Busha? What behaviors are we most concerned about in our classrooms? How might schools go about dealing with ‘concerning/troubling behaviors?

3. 12-3 Responding to Student Behavior Behavior -- question of discipline? Punishment Interventions

4. 12-4 Discipline More about learning and following a teacher, less about strict obedience Not about control and power, but about enabling students to reach potential May be culturally biased, even unintentionally Can be formal or informal

5. 12-5 Positive Behavioral Interventions and Supports (PBIS) Clearly defined outcomes Behavioral Practices demonstrated as effective through research Systemic approaches enhance learning environment and outcomes for all students

6. 12-6 PBIS Interventions - by Intensity Primary prevention – creates school environment and addresses broad needs (80% of students) Secondary prevention – quick ways to deal with behavior problems (15% of students) Tertiary prevention - intensive interventions for chronic and serious behavior problems (5% of students)

7. 12-7 PBIS to Prevent Discipline Problems Instructional environments conducive to learning Effective classroom communication Effective teaching methods Fostering positive student interactions Schoolwide strategies

8. 12-8 Using Peer-Mediated Instruction Peer-mediated instruction Peer Tutoring Peer-Assisted Learning Strategies (PALS) Classwide Peer Tutoring

9. 12-9 Responding to Minor Negative Behaviors Use minimum interventions Catch ‘em being good Make high-probability requests first Manage students’ surface behaviors

10. 12-10 Activity 2 A writing activity Or identification of a song

11. 12-11 Responding to Serious Negative Behaviors Measure via FBA - collect data Monitor Intervene

12. 12-12 Functional Behavior Assessment (FBA) for Serious Behaviors A problem-solving process for any student with chronic and serious behavior problems Details and documents procedures Shows what behavior looks like Identifies where, when, and why it occurs Helps create behavior intervention plan (BIP)

13. 12-13 Rationale for FBA Views inappropriate behaviors as serving a function Functions can involve avoiding or getting something Focusing on this function helps to identify actual problem Avoids responding to symptoms of behavior Looks for patterns in behavior rather than reacting to surface behaviors Takes time and effort, but allows for more effective interventions

14. 12-14 FBA - Steps Verify seriousness of problem Define behavior in concrete terms Collect data to understand behavior Analyze data Form hypothesis Develop/implement behavior intervention plan (BIP) Gather data on impact of BIP Monitor effectiveness of intervention Take additional action if needed

15. 12-15 FBA - Ways to Collect Data Anecdotal recording, ABC analysis (antecedents-behaviors-consequences) Event recording Permanent product recording Duration recording Time sampling Other sources of info (team, family, student)

16. 12-16 Options During Monitoring Withdraw plan (if poor behavior stops or desired behavior takes hold) Modify plan (very common, for a number of reason) Consider other options (if plan is not working) Work with parents (feedback may explain behavior)

17. 12-17 Intervening with Serious Individual Behaviors Increasing desirable behaviors Decreasing undesirable behaviors Using behavior contracts

18. 12-18 Activity 3 Role Play of 3 serious behavior problems To include basic FBA To include modeling an intervention characterizing increasing desired behavior, decreasing undesirable behavior, or behavior contracts

19. 12-19 Types of Reinforcers Social reinforcers Activity reinforcers Tangible reinforcers Primary reinforcers

20. 12-20 Effective Use of Positive Reinforcers Be sure reinforcers are positive and specific Make sure students understand relationship between behavior and reward Vary how much and how often you reward Make sure the student deserves the reward

21. 12-21 Removing Reinforcers (removal punishment) Response cost Time-out

22. 12-22 Presenting Negative Consequences Also called presentation punishment Reprimand Overcorrection Physical (corporal) punishment

23. 12-23 Discussion on Corporal Punishment Why? Why not?

24. 12-24 Using Behavior Contracts Behavior contract is an agreement between teacher and student that clearly specifies: Expectations Rewards for meeting expectations Consequences or not meeting expectations Timeframe for which agreement is valid

25. 12-25 When using Contracts Reward immediately Reward small amounts of desired behavior Reward frequently in small amounts Reward accomplishments, not obedience Reward performance only after it has occurred Clarify terms of contract with student Be fair, honest and willing to keep promises Be positive, stressing rewards and accomplishments, not punishments Use the contract systematically and consistently

26. 12-26 Helping Students Manage Their Own Behavior Cognitive behavior management (CBM) strategies Self-monitoring Self-reinforcement Teaching CBM Discuss strategy with student, present rationale for its use Model what you expect Provide practice and feedback