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Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Developing a Vision and Assessing Your Classroom.

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Presentation on theme: "Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Developing a Vision and Assessing Your Classroom."— Presentation transcript:

1 Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Developing a Vision and Assessing Your Classroom

2 2 Objectives Identifying your vision for your students and classroom Identify different tools for assessing your classroom Understanding what systems currently work and/or need additional support Identify next steps to improve your classroom

3 3 Developing a Vision

4 4 Understanding YOUR Classroom Have a clear vision about the following: –What do you want your classroom to be like? –What should it look like? –What should it feel like to a class member or visitor? –What do you want your students to accomplish? –What do you want to accomplish? Sprick, Garrison, Howard; 1998

5 5 A Clear Vision Helps You… Identify your goals and goals for your students Identify expectations and procedures Design a functional environment Identify potential barriers to success Sprick, Garrison, Howard; 1998

6 6 Activity: My Classroom Vision Identify your classroom Vision Example: Mrs. Apple’s Classroom Vision - caring, structured, students are always learning, clean, organized, etc… …YOU GET THE POINT

7 Behavior Curriculum and Instruction Ecology Assessing All Classroom Systems

8 8 Assessments The importance of assessing your classroom –Identify systems needing more support –Identify problem areas to target –Identify what information you want to capture specific to your students

9 9 Assessments What information needs to be collected –Common system in place –Individualized systems based on classroom needs –Specific system for individual students –General information regarding academics, attendance, student assessments

10 10 Required Assessment Tools Initial Classroom Assessment –Assessment for the “whole” class Not specific to individual students –Allows you to look at and assess all three areas of your classroom Behavior Curriculum Environment







17 17 Making Sense of The Data Make sure the information you collected captures your classroom Identify primary areas of need Develop goals based on the information you have collected Identify whether additional information needs to be collected

18 18 Tools for Assessing the “Whole” Class –Interview information –Permanent product sampling –Direct observation –Scatter Plots –Frequency counts Optional Tools for Assessing the Whole Classroom

19 19 Provide insight into everyday classroom activities Identify potential variables influencing behavior Opportunity to build rapport among team members Get a sense of what teacher feels is important Obtain brief intervention history Benefits of Interviewing

20 20 Permanent Product Review Recording of tangible items or environmental factors that are impacted by behavior. Use the information you are already collecting Use information to help identify problem areas Use data to help monitor and determine if your classroom management plan is affecting student performance

21 21 Products review may include: Absences Tardiness Completed assignments Academic achievement/grades

22 22 Direct Observation The teacher or other identified individual observes the classroom and records data Specific observation method depends on the kind of behavior demonstrated and the type of information that would be most beneficial Used to help determine the extent of which the behavior is a problem

23 23 Who is the focus? Data can be collected on: –entire classroom of students –select individuals Target those select individuals that are responsible for the bulk of incidences OR Target the entire class to obtain more specific information if many students are engaged in problem behavior or to help clarify your problem areas

24 24 Direct Observation Types of Behavior Recording: –Frequency/Event –Duration –Scatter Plot –ABC

25 25 Through permanent product review, Mrs. Jones discovered the following: –13% average daily absentee rate –Pattern indicated higher percentage of students absent on Mondays –Tardiness was not a problem –98% completed assignments but average performance correct was 77% –Performance improved when students were randomly placed in groups Whole Class Assessment: Example

26 26 Scatter Plots A method of recording occurrence and nonoccurrence of behavior across activities, routines, and time periods, providing a visual display of patterns Identifies patterns of responding in natural settings Suggests possible sources of environmental control Example: Record occurrences of talking-out and the specific times of the occurrences and the subject being taught when the behavior occurs

27 FORM: Scatter Plot Data Sample Dates Time Activity 1/8 1/9 1/10 1/11 1/12 1/17 1/22 1/25 1/26 8:00 Morning Work 8:30 Journal 9:00 Reading Group HS H HS H H S HS S 10:00 Language Arts H HS S HS H H HS HS HS 11:00 Finish up morning work S S Sx2 HS H H H H Get ready for lunch Student: JackObserver: TeacherDate: 1/8-1/22 Target Behaviors: H= Hitting S= Screaming

28 28 Frequency/Event Recording A method of recording a tally or frequency count of behavior occurring during an observation period. Used to track specific problem behavior(s) Example: Counting the number of times students yell-out in class or frequency of some other identified problem behavior.

29 29 Duration Recording A method of recording the amount or length of time that a behavior occurs Used for behaviors that last more than a few seconds Examples: Recording the time spent off-task Recording the time spent out-of-seat Length of time taken to comply with a request

30 FORM: Frequency/Event Recording Sample: Whole Group and Individual Behavior /Activity 6/9 6/106/116/126/13 Reading Group A/ completion of //// Task ///////////// /// Circle Time – 30 minute calendar //// ///// activity (whole group disruption) ////////// Individual Student: Stuart // /// Yelling Behaviors – During Math /////////// Individual Student: Stuart //// / Yelling Behaviors – Morning work /////////////////

31 31 Interview information Permanent product sampling Direct observation Scatter Plots Frequency Counts ABC Recording Optional Tools For Assessing An Individual Student

32 Behavior Curriculum and Instruction Ecology Assessing Classroom Systems

33 33 ABC Recording A method of recording the antecedents and consequences of specific target behaviors. Identify events that precipitate or trigger the behavior Identify variables that maintain or follow the behavior Identify the behavior and environment patterns (i.e., setting)

34 ABC Behavior Antecedent Consequence Medical & Physiological Environmental Curricular & Instructional Interactional Personal & Control Issues What a person says or does Social/attention Tangible rewards Escape/avoidance Sensory/intrinsic Under what circumstances does the behavior occur? What outcomes are produced?

35 ActivityTimeAntecedentBehavior Consequence Large group10:00Teacher asks question of group P calls out the answerTeacher corrects him – you must raise your hand Math10:02Continues Activity- Calls on P to answer question Responds incorrectly- shouts out the answer Peers laugh Game: Students win cards for Math 10:05Teacher calls on another student to answer the question P yells “You’re stupid”Peers laugh, teacher says “quite P, that will be a point” Math10:07Continue activity – calls on other students P says”ohhh” loudly and throws a wad of paper at the student’s head Teacher doesn’t respond One student says “you’re in trouble now” Math10:10Teacher hesitates and then say’s “P” P smiles, and shakes his hips Teacher sends him to time out, peers laugh Social Skills – role playing 11:05Teacher models a skill – “starting conversation” P participates in role play as instructed Peers interact with P appropriately ABC Recording Form Student: P.TDate: 4/12/01Observer: D.B.Time: 10 am till 11:05

36 ActivityTimeAntecedentBehavior Consequence Large group activity 9:30Teacher passes out paper and provides instruction P completes his work quickly then sits quietly at his desk No response from teacher, teacher collects papers Spelling test10:00Teacher allows him to correct his own work Corrects work quietlyTeacher thanks him, P gets out a game and peers join him ABC Recording Form Student: P.TDate: 4/13/01Observer: S.S.Time: 9:30 till 10:00

37 ActivityTimeAntecedentBehavior Consequence Math9:01Singing out loudHitSent to time out Math9:05Out of the blueNon-complianceTold to be quiet Math9:09Asked to answer questions Got out of his seat and ran around the room Nothing Math9:15Asked to put books away OppositionalThrew books ABC Recording Form: Bad Examples Student: P.TDate: 4/14/01Observer: Mrs. AppleTime: 9 am till 11:05

38 38 Assessing the Environment and Curriculum and Instruction

39 Behavior Curriculum and Instruction Ecology Assessing Classroom Systems

40 40 Positive Environment Checklist Designed for use in evaluating whether the settings in which persons with disabilities and/or challenging behaviors are structured in a manner that promotes and supports positive behaviors

41 41 Positive Environment Checklist Should be used as a proactive, preventative approach to addressing problem behavior 5 sections –Physical setting –Social setting –Activities and instruction –Scheduling and predictability –Communication

42 Section 1: Physical Setting

43 43 Classroom Student Interview Interview with the student regarding classroom work, behavior, core subjects Opportunity to build a rapport with the student Identify what aspect of the curriculum and/or subject area(s) the student is struggling with


45 Optional Assessment Tools That Address Specific Areas Behavior Systems –Positive Behavior Support Interview –Direct Observations –Frequency Counts –ABC –Scatter Plot Environmental –Positive Environment Checklist Curriculum and Instruction –Classroom Student Interview –Evaluation of Instruction

46 46 Guidelines for collecting baseline observation data Define the behavior that you wish to observe. Be specific Decide which type of behavioral recording is best suited to monitor the behavior Determine if observation data should focus on select individuals or the entire classroom Decide who will observe the behavior Decide how long your observations will last Observe and record classroom behavior Collect observation data until patterns emerge

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