Presentation on theme: "Behavior Interventions: A System Approach Donna K. Milanovich, Ed.D. Randal A. Lutz Baldwin-Whitehall School District."— Presentation transcript:
Behavior Interventions: A System Approach Donna K. Milanovich, Ed.D. Randal A. Lutz Baldwin-Whitehall School District
Session Goals Participant will be able to: Distinguish between appropriate instructional consequences and punishment Identify strategies that are effective in managing minor and more significant behavior problems Identify the components of a school-wide student management program
Guiding Questions 1. Compare the different approaches schools typically employ to address academic and social problems. Discuss the merits of using an educational intervention verses a negative “punitive” consequence in response to a behavior problem.
Guiding Questions 2. Apply the intervention guidelines for class meetings to problem-solve a situation in which several students are disrupting the learning environment by talking out and making rude comments to other students.
Guiding Questions 3.In Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (2001), the authors propose a nine component, school-wide student management plan. Define each component of the school-wide student management plan and provide clarifying examples to support the component’s inclusion in the plan.
As professionals, do you approach academic and social problems differently?
Disadvantages of Punishment Punishment does not teach alternative behavior that can be utilized in the future Punishment inhibits learning Punishment does not effectively change behavior Punishment allows student to project blame rather than accept responsibility for the behavior Punishment that is connected to school activities may create a negative attitude toward school activities
Managing Minor Disruptions A major factor in effective classroom management is the teacher’s ability to deal with minor disruptions before they become major problems. Kounin, (1970)
Managing Minor Disruptions I’ve come to the frightening conclusion that I am the decisive element in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher, I possess a tremendous power to make a child miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de- humanized. -Haim Ginott
Managing Minor Disruptions General Methods for Responding to Disruptive Behavior Jones & Jones, (2001)
Key Factors In Developing Responses to Disruptive Behavior Students must be clearly aware of the rules, procedures and consequences Students must be given clear, polite cues indicating continuation of behavior will evoke specified consequences Maintain consistency Students should be informed that they are choosing the consequence Consequences should be educational in nature
Skills for Confronting Inappropriate or Disruptive Behavior 1.Deal in the present 2.Talk directly to the students rather than about them 3.Speak courteously 4.Make eye contact and be aware of nonverbal messages 5.Use “I” messages 6.Make statements rather than ask questions
Individual Problem-Solving Method William Glasser’s Reality Therapy Develop warm, personal relationship with student Deal with the present behavior Make a value judgment Work out a plan Make a commitment Follow up No put downs, but do not accept excuses Jones & Jones, (2001)
Class Meetings Introduced to students as a tool for behavior intervention Allow both the teacher and students to resolve problems before they become major issues Involve students in solving their own problems Provide students opportunity to improve their social and problem-solving skills Jones & Jones, (2001)
Class Meetings Guidelines for Implementation: Teacher and students seated in a circle All problems relating to class as a group can be discussed Agenda created for each meeting Discussion focused on solutions that are not punishments Student permission for individual issues Student responsibilities during the meetings Role of facilitator
Behavioristic Interventions: Basic Assumptions Behavior is influenced by the consequences following the behavior Behavior change programs must focus on specific, observable behavior Data collection is necessary in order to alter behavior thoughtfully and systematically Jones & Jones, (2001)
Functional Behavioral Assessment 4 Components of a Functional Behavioral Assessment A functional assessment A positive behavior change plan The Implementation of this plan The ongoing monitoring and adjustment of this plan Jones & Jones, (2001)
Functional Behavioral Assessment 4 Questions Answered by a Functional Behavioral Assessment What are the antecedents and the consequences that cause the behavior to exist? What function(s) does the behavior serve for the student?
Functional Behavioral Assessment What environmental changes can be made to change the student’s behavior? What behaviors can we teach the student to help him act more responsibly and meet his needs without using behaviors that violate the right of others? Jones & Jones, (2001)
Why do you need a school-wide student management plan?
Components of an Effective School- wide Student Management Program Philosophy statement School rules School wide procedures Rules and responsibilities of all parties involved in managing student behavior Jones & Jones, 2001
Components of an Effective School- wide Student Management Program Methods for creating a positive school climate and reinforcing students for desirable behavior Problem solving model that will be taught to staff and students Jones & Jones, 2001
Components of an Effective School- wide Student Management Program Format for developing positive behavior change plans for students who experience ongoing or serious behavior problems Forums for communicating between teachers, administrators, and parents Determining the role of the school wide student management committee Jones & Jones, 2001