3 Behavior ChallengesFunctional Behavior Assessment (FBA) Procedure for Children with Disruptive Classroom BehaviorProcess intended to identify the most appropriate and effective interventionsResults of FBA can be used to develop a behavior support planRequired by law to support students with behavior problems3 STEP PROCESSHypothesis pertaining to underlying function of the problem behaviorHypotheses are testedInterventions are implemented and evaluated for effectiveness
4 Motivation ALL human behavior is Motivated Students may be motived by the following 8 ways:Status – the need to feel important and valuedInquisitiveness – the need to knowAffiliation – the need to feel connectedPower – the need to be in controlAchievement – the need to be recognizedAggression – the need to assertGregariousness – the need to be with othersAutonomy – the need to be independent
5 Maslow’s Hierarchy of Needs Things to consider before student is capable of learning
6 Learning StylesEffective teaching strategies help to engage students in learning, develop critical thinking skills, and keep students on task.Learning Style is an individual's natural or habitual pattern of acquiring and processing information in learning situations.One model of learning style divides learners into three modalities: visual, auditory, and kinesthetic.Visual learning is a learning style in which ideas, concepts, data and other information are associated with images and techniques.Auditory learning is a learning style in which a person learns through listening.Kinesthetic learning (also known as tactile learning) is a learning style in which learning takes place by the student carrying out a physical activity, rather than listening to a lecture or watching a demonstration.
7 Supports, Modifications, and Accommodations Adaptations, accommodations, and modifications need to be individualizedfor students, based upon their needs and their personal learning styles and interests.Modification: A change in what is being taught to or expected from the studentQuantity of work loadChanging the curriculum (at a lower level)A test that is changed given at their lower levelAccommodation: A change that helps a student overcome or work around the disabilityExtra time to complete work/tests/quizzesPreferential seatingThe use of technology or a scribe for written assignmentsThe use of a multiplication chartGraphic organizersModifications or accommodations are most often made in the following areas:Scheduling, Setting, Materials, Instruction and Student Response
8 Activate Prior Knowledge Cues – “hints” about what students are about to experiencePresent Students with Explicit CuesQuestions – elicit what they already know about the topicAsk Questions that Require Students to Make Inferences about ContentPresent Students with Questions that Require them to Analyze What they are Studying in Complex WaysAdvance Organizers – organizational frameworks that a teacher presents in advance of learning. Emphasize the essential ideas that the teacher plans to cover in a lesson or unit.Present Students with Expository Advance OrganizersPresent Students with Narrative Advance OrganizersUse Graphic Advance OrganizersUse Skimming as an Advance Organizer
9 Writing Instructional Objectives Benefits:Provide organized goalsAssess learning outcomesTool to achieve consistent resultsEvaluate if students achieve objectivesHelps select instructional materialsUsing ABCD MethodAudience – Describes who is performing behavior (students)Behavior – What do you want students to be able to doCondition – Describe what learner will use, have access to (calculator, graphic organizer)Degree – How well you want them to perform(quality, accuracy, time, speed)
10 SMART Goals Specific – exactly what is to accomplish by students Goals/Standards are generalstatements of desired learningLearning Objectives are specific statementsStudent Centered- Specific learning targets for studentsGuide lesson planningSpecific – exactly what is to accomplish by studentsMeasurable – define acceptable levels of learning quantifiableAttainable - appropriate level to ensure success of contentRealistic - relevant/results oriented – learning outcomesTimely – specific ending point through formative assessment
12 ASSESSMENTFormative Assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:help students identify their strengths and weaknesses and target areas that need workhelp faculty recognize where students are struggling and address problems immediatelyExamples of formative assessments include asking students to:DiscussionObservationsQuestioningPeer QuestioningJournalsHomeworkSummative Assessment: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.Examples of summative assessments include:End of unit testsA final projectA paperState mandated assessments
13 Family EngagementIt is important for both school and families to work together when working to set and implement goals and objectives for students with problem behaviorsCommunication is critical between family and schoolShare resources!