facilitating positive classrooms session 6 -- 07/15/2015 catholic college at mandeville launcelot i....
TRANSCRIPT
Facilitating Positive Classrooms
Session 6 -- 07/15/2015
Catholic College at Mandeville
Launcelot I. BrownDennis A. Conrad
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?
12-3
Responding to Student Behavior
Behavior -- question of discipline? Punishment Interventions
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
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
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)
12-7
PBIS to Prevent Discipline Problems
Instructional environments conducive to learning
Effective classroom communication Effective teaching methods Fostering positive student
interactions Schoolwide strategies
12-8
Using Peer-Mediated Instruction Peer-mediated instruction Peer Tutoring
Peer-Assisted Learning Strategies (PALS)
Classwide Peer Tutoring
12-9
Responding to Minor Negative Behaviors
Use minimum interventions Catch ‘em being good Make high-probability requests first
Manage students’ surface behaviors
12-10
Activity 2 A writing activity Or identification of a song
12-11
Responding to Serious Negative Behaviors
Measure via FBA - collect data Monitor Intervene
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)
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
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
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)
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)
12-17
Intervening with Serious Individual Behaviors
Increasing desirable behaviors Decreasing undesirable behaviors Using behavior contracts
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
12-19
Types of Reinforcers
Social reinforcers Activity reinforcers Tangible reinforcers Primary reinforcers
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
12-21
Removing Reinforcers (removal punishment)
Response cost Time-out
12-22
Presenting Negative Consequences
Also called presentation punishment
Reprimand Overcorrection Physical (corporal) punishment
12-23
Discussion on Corporal Punishment
Why? Why not?
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
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
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