Positive Behavior Supports Classroom Intervention Strategies Ashley Morris School Psychologist,...

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  • Positive Behavior Supports Classroom Intervention Strategies Ashley Morris School Psychologist, MA/CAS Meadowview Elementary School
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  • Positive Behavior Supports PBS is based on the theory Problem behavior continues to occur because it is consistently followed by the child getting something positive or escaping something negative
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  • Positive Behavior Supports Focus on situation and outcome of behavior It is possible to determine the functions of the behavior, make the problem behavior less effective and efficient, and make the desired behavior more functional.
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  • How can we do that? Behavior Chart Behavioral Contract Check In/Check Out Classroom Management Increasing Academic Motivation Behavioral Strategies
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  • Behavior Chart
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  • The target behavior should be clearly stated. Elise will keep her hands to herself during class. Consider the time frame to earn the sticker. Choose only one or two target behaviors for the behavior chart. Consider age and ability level when developing the chart. Let the student take as much responsibility as possible. Consistency!
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  • Behavior Contract Involve the student When a student takes some ownership, it increases the chance that the student will take some responsibility It is more likely to be successful when the student has some ownership in its development. Consider age and ability level. Contracts should never be utilized for a behavior in which a student has no control over. Consistency!
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  • Check In/ Check Out Student daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement. Teachers provide feedback on the sheet throughout the day. Students check out at the end of the day with an adult. Sheet sent home to be signed.
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  • Check In/ Check Out Quick check in with adult upon arrival Check preparation for the day Materials & supplies Attitude Turn in previous days signed card Pick up days card Reminders for appropriate behavior/review expectations
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  • Check In/ Check Out Each class period & any supervised setting Teacher rates & provides feedback Check out with adult at end of day Review days points & goals Adult acknowledges and/or encourages Take card home for parent signature
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  • CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = OK 2 = Nice Job SafeResponsibleRespectful Check In0 1 2 Before Recess 0 1 2 Before Lunch 0 1 2 After Recess0 1 2 Check Out0 1 2 Todays goalTodays total points Comments:
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  • Why does CICO work? Improved structure Prompts are provided throughout the day for correct behavior. Student chooses to participate. Student is set up for success First contact each morning is positive. Blow-out days are pre-empted. First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. Increase in feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded
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  • Classroom Management Ideas Increasing Academic Motivation Behavioral Strategies
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  • Encouraging Academic Motivation Build in rewarding opportunities for social interaction. Adult tutor, cross age peer tutoring, cooperative learning groups, informal study groups. Reduce the 'effort' needed to complete an academic assignment. A difficult and complex task (long writing task) can broken down into easier-to-accomplish sub-steps for the student to complete as separate assignments. A peer helper may assist a student who is chronically disorganized to set up and clean up their work area each day, making the task less time-consuming.
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  • Encouraging Academic Motivation Connect academic requirements to real- world situations. Offer students meaningful choice wherever possible Allow students to: select the order in which they will complete several in-class or homework assignments bring a book of their own choosing to a session with a reading tutor be given several short, timed breaks during a work period and allowed to choose when to take them
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  • Classroom Behavioral Strategies Increase the ratio of positive to negative teacher to student interactions Maintain a 4 to 1 ratio of positive to negative Positive interactions every five minutes Follow correction for rule violation with positive reinforcer for rule following Manage minor problem behaviors positively and quickly State correct behavior, ask student to show correct behavior, disengage with attention seeking students quickly Consider the antecedents and consequences of student behavior
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  • Positive Behavior Supports Keys to Strong PBS plan Individualized Data-based Collaborative Working Document High fidelity of implementation- Consistency!
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  • Resources Teacher Behavioral Strategies Handout www.pbisworld.com www.interventioncentral.com