Prevention Strategies Behavioral Expectations Classroom Space Classroom Routines Practical Schedule Instruction Study Skills Social Skills Proactive Behavior System Remember – You can prevent behavior problems!
Classroom Management System Some group management techniques that have received favorable reviews from teachers and students alike...
What If? Chart What If You Do?What If You Don’t? 5 4 3 2 1 YES NO Countdown YES/NO Coupons MP Lotsa Dots Money/Banking System: Earnings and Fines Mystery Motivator Class Menu menu 1234 5678 9101112 13141516 Behavior Bingo Shining Stars
Teaching Expectations Explain reason Specify required behavior Practice behaviors Monitor performance Provide feedback Make sure everyone is paying attention
Teaching Social Skills Social competence is predictive of long term psychological and social adjustment and success in school.
Critical Social Skills Getting along with others Following directions Identifying and regulating emotions Thinking of solutions to conflict Persisting on a task Engaging in social conversations Engaging in cooperative play/ interactions
Rules for Using Positive Consequences Deliver at high rate Deliver consistently and immediately Emphasize social reinforcers Incorporate delayed/longer- term reinforcers Vary reinforcers Maintain consistent criteria for reinforcement
Rules for Using Negative Consequences Deliver consistently Should be mild Applied in conjunction with positive consequences Ensure ratio of 3 positive to 1 negative Maintain student’s dignity
A Word of Caution about Punishment… Punishing problem behaviors, without a proactive support system, is associated with INCREASES in aggression vandalism truancy dropping out
Other Research-Supported Discipline Methods Logical & natural consequences Modeling Overcorrection Restitution Positive practice Time-out The best disciplinarians combine many methods
How about ISS and OSS? The results that we hope for – decrease future occurrences of serious problem behavior inhibit/prevent future occurrences of serious problem behavior in others encourage displays of appropriate behavior communicate seriousness of problem behavior allow instruction to continue Which of these do we actually get??
Some clever teacher-talk to address attention-seeking students: If you don’t interrupt me during the next 10 minutes, I will _______. If you can say more positive statements than negative statements, you can ________. If you follow my directions and say, “Okay” 5 times today, we will _______. Everyone who is on-task when the timer goes off will earn _______.
Provide academic supports – may relieve frustration and prevent avoidance Find new ways to provide attention – give attention when the student is doing what you want, vs. when the student is misbehaving
Develop a relationship with the student – consequences become meaningful, mutual respect is established, and vengeance is less likely to occur (cognitive ABCs) Teach students to follow rules and comply with requests – provide a structure for the process, set a goal and have students monitor themselves
Plan Ahead – know what you will do, say what you mean, mean what you say. Planning ahead can help prevent power struggles.
Some practical suggestions: Don’t stop doing what is already working Look for the smallest change that will produce the largest effect Don’t add something new without also defining what you will stop doing to make the addition possible Collect and use data for decision-making
How does this work with RtI in Midway? Make sure you have a consistent discipline system in your classroom Keep data on how often the struggling student fails to abide by the classroom behavior plan Ask team members for suggestions Use Form 1A to document interventions
What if the student is still misbehaving? Meet with the Intervention Team Determine if more options can be tried in Tier 1 or if the student needs to move into Tier 2 targeted interventions Begin collecting data on Form 1B
What if the student is still misbehaving? If the Intervention Team determines that the child should move into Tier 2, an administrator will do a classroom observation to determine which behaviors should be targeted. A specific behavior intervention plan will be developed.
What about Tier 3? If the teacher has put in to action all of the interventions and a student still does not adhere to discipline procedures, then an SAT meeting will need to be initiated.