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Behavior Management Meredith Penner and Beckie Rotondo Whitehall Autistic Support.

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Presentation on theme: "Behavior Management Meredith Penner and Beckie Rotondo Whitehall Autistic Support."— Presentation transcript:

1 Behavior Management Meredith Penner and Beckie Rotondo Whitehall Autistic Support

2 Objectives: Identifying the purpose of behavior management Identifying the goals of behavior management Planning and the role of the paraprofessional in managing behaviors Determining strategies to manage student behaviors Addressing ethical considerations

3 Why Manage Behavior? To establish a positive learning environment To aid students in learning behaviors that are conducive to learning To teach and encourage academic and social behaviors that are appropriate for the classroom situation.

4 Goal of Behavior Management is to have students demonstrate appropriate behavior because it: Creates a safe learning environment for all, Encourages learning by eliminating distractions, Is respectful to other students and staff, Facilitates the organization of the classroom so learning time is efficient, and Increases time available to interact with academic subjects.

5 Planning and Coordinating Behavior Management What is the teacher’s responsibility?  Making major decisions  Creating a positive learning environment  Writing behavior plans  Establishing classroom routines and procedures

6 Planning and coordinating… Paraprofessional responsibilities are to:  Observe student behavior  Demonstrate, model, and reinforce appropriate behaviors  Monitor and record data  Carry out designed behavior plan  Notify classroom teacher and document all incidents

7 Behavior Plans are: written documents that describe the behavior to be changed, strategies or interventions regarding the target behavior a recording system a means to assist the teacher and paraeducator to proactively and effectively deal with behavior tools that may be carried out by the paraeducator plans to aid in communicating behavioral expectations and consequences to the student a intervention that helps both teacher and paraeducators be consistent a way to provides frequent feedback on the effectiveness of the plan

8 Strategiesare… Quick and routine Cause little disruption A way to redirect focus and attention to teacher

9 Examples of Strategies Planned ignoring  When to use it When the inappropriate behavior is unintentional or not likely to reoccur When the goal of a misbehavior is to gain teacher or paraeducator attention When you want a behavior to decrease When there is nothing you can do, do not intervene

10 Strategies cont.  When not to use planned ignoring When there is physical danger or harm to yourself, others or the child When a student disrupts the classroom When there are violations of classroom rules or school policy When there is interference with learning When the inappropriate behavior will spread to other students

11 Example of planned ignoring Jimmy comes into the classroom from recess all excited and extremely active. The result of ignoring his initial antics is that he soon gets seated and begins working.

12 Planned Ignoring Activity Intervene or Ignore?  Billy is tapping his pencil on his desk top.  Billy is continuously tapping his pencil and disturbing others in the classroom.  A student pulls another student’s hair.  A student unintentionally kicks over a trash can.

13 Strategies cont… Providing cues  Reminders to support your expectations Nonverbal (eye contact, physical gesture such as pointing or quietly raising your hand, tapping, snapping, clearing throat, facial expressions such as a smile, classroom signal like clapping or turning off lights) Verbal (class redirection, personal redirection

14 Examples of Cues When a student begins to misbehave, simply establishing eye contact with him or her will often times stop the behavior immediately. During a group activity the volume of the classroom is rapidly increasing. You raise your hand and the entire class does the same while remaining quiet. You review the classroom rule with them regarding the noise level and continue with the activity. Be careful as to not embarrass the student!

15 More Strategies Proximity control  Move to be near the student

16 Example of Proximity Control A student is teasing one of his/her classmates, while you're presenting an activity to a small group of students. While continuing to speak, you look directly at the offending student. However, the teasing persists, so you simply move toward the student, or even stand next to him or her for a few minutes. Finally you resort to putting your hand on his/her desk. This, often times, can even go unnoticed by the rest of the peers or the entire class. The end result, is that the student is not embarrassed or given unnecessary negative attention, and the behavior will cease.

17 Ways to Increase Student Motivation Motivation is key for learning!  Relate the material to their life experience/s, in other words, make it relevant to them personally, thereby stimulating their interest  Demonstrate an active interest in that child  Demonstrate an active interest in the child's work or the activity  Use lots of praise both verbally and nonverbally

18 Example of Increasing Motivation Julie easily becomes bored and states certain tasks are "too easy" or "the same old stuff". When this happens she will daydream and/or not complete assigned tasks. Her class has been given a work sheet of simple measurement problems involving recipes and individual ingredients. While monitoring this practice activity you notice that Julie is off task. You quietly approach her and ask about her personal experiences using measuring devices. She then shares how she assisted her father with baking a pumpkin pie this past weekend. She discusses the use of a measuring cup, teaspoon and tablespoon. You take a few minutes to explain how this directly applies to the measurement problems that they're working on, thank her for sharing and redirect her to the assigned task, and ask if she'd be willing to share with the class her personal experience with measurement. She quickly finishes the worksheet and appears much more interested in the activity

19 Humor  “Don’t laugh at them, laugh with them.” Be careful not to embarrass them.  Decrease level of anxiety  Relate what they are doing to humor will help refocus attention

20 Helping Students Through Tough Spots  Students may ask for help or just shut down, causing problems. You can: Do (or solve) the problem with the student Review the directions Provide another example or demonstrating Supply them the correct answer as a model Direct the student to ask a peer to build social skills

21 Appeal to Student Values  Let the student know how their behavior makes you feel  Apply to natural consequences (i.e. If you break that pencil, you are going to have to bring one in from home.)  Remind the student of his desire to have friends (i.e. If you keep disrupting the class, your friends are going to get angry with you.)

22 Removal of Nuisance Items  Sometimes it is difficult for some students to concentrate when they are distracted by other items  Often times the removal of an item will lead to further conflict  To avoid conflict, state the student’s choices: You either put the item away immediately or I will take it and keep it until the end of the day. Make sure they know that they will get the item back!

23 Strategies for Increasing Positive Student Behaviors Praise  Define the appropriate behavior while giving praise Be specific and address what the student is doing right Situation: The teacher would like to see seatwork done quietly.  Example: "That is great that you did your seat work so quietly today."  What not to do: "You didn't disturb others today."

24 Praise…  Should be given immediately  Should vary what you say  Should be sincere  Should not be used without reason  Should be consistent to increase the desired behavior  Should be age appropriate

25 Why Praise Works Praise is readily available as reinforcement for positive behaviors. Praise can be administered immediately after the desired behavior. Praise can be used over and over again if praise statements are varied. Praise may be used in combination with other strategies to increase behaviors. Praise can be tailored to a variety of behaviors by being specific about the activity. Praise works if the relationship between the student and the person giving the praise is a positive relationship.

26 Praise Activity As a group, brainstorm at least 5 ways to praise a student in various settings such as during math class, while in reading, recess, cafeteria, etc. Example: Bobby, I loved the way you read the story to me with such great expression.

27 Non Verbal Social Approval used to Increase Positive Behaviors May Include:  Thumbs up, high five, pat on back, wink, etc. Should be age appropriate, specific, and consistent

28 Rules and Instructions as a Means of Increasing Positive Behaviors  Let students know what is expected  Clearly state and display rules and consequences  Restate rules and consequence before an activity  Practice expected behaviors prior to an activity

29 Modeling Build a Positive Relationship with the Student  Get to know your students  Praising continuation of appropriate behaviors.  Showing interest in helping students.  Explaining the reasons for having rules.  Encouraging students to participate in activities

30 Considerations for Ethical Behavior Management To Do: View behavior management as an opportunity for teaching and not as an opportunity for punishment. Consider the impact on the student's best interests. Make suggestions in the form of constructive criticism. Give constructive criticism in private. Thank students when they are trying to improve. Keep teachers informed. Document in measurable and objective terms. Not To Do: Embarrass the student. Engage in a power struggle. Touch a student who is upset. Do not use emotion when documenting a behavior or incident.


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