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