behavior management in specific settings applying school-wide expectations and interventions
TRANSCRIPT
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Behavior Management in Specific Settings
Applying School-wide Expectations and Interventions
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Objectives
• Be familiar with the unique features of specific settings
• Understand both Management and Systems and features of specific settings
• Be able to apply the general process for designing specific setting interventions
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Specific Settings
• Particular times or places where supervision is emphasized– Cafeteria– Hallways– Playgrounds– Buses & bus loading zones– Bathrooms– ….
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Activity (5 minutes)
• Pick a problematic specific setting
• Identify features of problem
• Identify possible solutions
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Classroom v. Specific Setting
• Classroom– Teacher directed– Instructionally
focused– Small # of
predictable/known students
• Specific Setting– Student focused– Social focus– Large # of
unpredictable/unknown students
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The problem is the setting not the students when:
• More than 35% of referrals come from specific settings
• More than 15% of students who receive a referral are referred from specific settings.
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Management Features
• Physical/environmental arrangements
• Routines & expectations
• Staff behavior
• Student behavior
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Management Practices
1. Modify physical environment – Supervised areas– Clear traffic patterns– Appropriate access to & exit from school grounds
2. Teach routines and behavioral expectations– Teaching Matrix– Common rule (e.g., lining up, cafeteria)
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3. Precorrect appropriate behavior before problem context
4. Provide active, proactive, & consistent supervision
– Move, scan, interact
5. Acknowledge appropriate behavior
6. Schedule student movement/ transitions to prevent crowds and waiting time
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Systems Features
• School-wide implementation– All staff
• Direct teaching 1st day/week– Keep it simple, easy and doable
• Regular review, practice, & positive reinforcement
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• Team-based identification, implementation, & evaluation– Do not develop an intervention without
identifying why a problem keeps happening
• Data-based decision making– Collect and report outcome information– Provide staff feedback & training
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Activity (5 minutes)
• Pick a problematic specific setting• Identify features of problem• Identify possible solutions
• Revisit solution with regards to active supervision
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General Process
• Identify a problem
• Confirm magnitude of issue– Staff meeting– Location data
• Collection additional data (if needed)
• Determine why problem maintains
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• Design Intervention– Prevention– Instruction– Consequences for problem behavior– Practical (requires no new resources)
• Monitor and Report Effects– Assess change in student behavior– Assess if faculty note a change– Report results to faculty
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Hallway NoiseKartub, Taylor-Greene, March & Horner (2000)
• Middle School with 3 lunches• Problem behaviors in hallway transitions
included loud talking, swearing, banging on walls.
• Teacher-Identified Problem (brought to team)• Current Solutions Ineffective:
– “Quiet Zone”– Hall monitor– Reprimand and Detention
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0
10
20
30
40
50
Number of Office ReferralsBath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
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Hallway Noise Intervention
• Teach “quiet” (10 min skit)• Make “quiet hall times” visibly different
(changed light)• Reward being quiet (5 min extra at lunch)• Measure and report (hall monitor)
– Decibel reader
• Continue to correct errors (detention)
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65
70
75
80
85
Median Decibel Level
1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627
Days
Sixth Grade Lunch Noise Levels
Baseline Noise Reduction
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65
70
75
80
85
Median Decibel Level
1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627
Days
Seventh Grade Lunch Noise Levels
Baseline Noise Reduction
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65
70
75
80
85
Median Decibel Level
1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627
Days
Eighth Grade Noise Level
BL Noise Reduction
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RecessTodd, Haugen, Anderson, & Spriggs, (2002).
• K-5th grade, 550+ students• 9+ recess periods per day• Inconsistent outdoor/ indoor routines• Many supervisors, many rules• High rates of referrals for fighting• Lack of communication between staff• Large space lacking natural boundaries• Recess problems were impacting
classrooms
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Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr May0
1
2
3
4
5
ave
rag
e #
of
off
ice
re
ferr
als
96-97
Average Referrals per Day per Month
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Referrals by Location
class recess lunch hall arrival bathroom parkinglot
bus0
10
20
30
40
50
60
tota
l # o
f re
ferr
als
96-97
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Referrals by Behavior
fighting defiance language teasing threats weapons0
20
40
60
80
100
120
140
tota
l # o
f re
ferr
als
96-97
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Recess Intervention
• Teach recess routines & expectations– Recess workshops– Outdoor/indoor recess
• Team (supervisor/teacher) taught 30-45 minute lessons (3 times per year)
• Consistent feedback about appropriate behavior (self managers)
• Regular communication between supervisors
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Total Recess Referrals
0
5
10
15
20
25
30
35
40
45
96-97 97-98 98-99
Total Recess Referrals
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Team Activity
• 20 minutes• Work as team• Complete & submit one copy of Specific
Setting section of the Staff Survey • Add activities to Action Plan as needed
– Consider using active supervision to assess and/or monitor specific settings
• Prepare 1-2 minute report about status of system and planned activities