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1 Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Self-Management.

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Presentation on theme: "1 Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Self-Management."— Presentation transcript:

1 1 Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Self-Management

2 2 Objectives Understand the importance of self management Understand ways to help students manage their own behavior Understand various tools used for self management techniques

3 3 What is Self-Management? Student awareness of challenging behavior Student observes and tracks performance

4 4 Self-Management: Description Students are given a recording form and instructed to mark down each time a specific behavior occurs Disruptive behaviors generally decrease and appropriate behaviors increase Good self-monitoring systems have well defined behaviors, are easy to use, and consist of rewards for appropriate behavior

5 5 Self-Management: Purpose Increase students’ awareness of their performance of specific behavior (positive and/or negative) Allow students to take responsibility and control for own behavior and delivery of reinforcement

6 6 Individual Student Tracking…

7 7 Self-Monitoring Steps 1. Identify Behavior 2. Self-monitoring Schedule 3. Self-monitoring Form 4. Begin to Rate Student 5. Teach the Student 6. Begin Intervention 7. Supply Rewards

8 8 Step 1: Identify Behavior Challenging behavior or academic concern Define in observable terms Effective system for talk-outs, off- task behavior, classroom rules, etc… Identify alternative behavior to teach State positive alternative behavior to increase Identify how and when student will track new alternative behavior

9 9 Step 2: Self-Monitoring Schedule Individually determined Teacher best judge of probable frequency Keep frequency times in specific times (i.e., math time) Short frequency counts are harder Suggestion: Subdivide academic periods into equal intervals

10 10 Step 3: Self-Monitoring Form Select an appropriate self-monitoring form Should be easy to use List appropriate goals at top Well-defined behaviors Specific goals List item ratings below Consider age of child

11 11 Step 4: Begin to Rate Student Collect baseline data Use student’s self- monitoring sheet

12 12 Step 5: Teach the Student Review behavior definition and baseline data Describe and teach self- monitoring procedure Allow practice opportunities for teacher/student rating agreement Trial period Determine reinforcement and criteria

13 13 Step 6: Begin Intervention Ask student to rate own behavior at end of each chosen rating interval Continue to rate student’s behavior Compare two ratings Within 1 point--student earns points More than 1 point difference--student loses points Exact agreement--earn point PLUS bonus points

14 14 Step 7: Supply Reward(s) Self monitoring only changes behavior temporarily It is important to have a contingency plan and gradually withdraw over time Goal is to TEACH appropriate skills in conjunction with self-monitoring system

15 15 Whole Class Tracking…

16 16 Whole Class Self-Monitoring Adaptation of individual self- monitoring techniques developed to increase self-control in all students

17 17 Why Whole Class Self- Monitoring Helps prevent the problem of targeting specific students Model students also benefit from learning self-control Classroom structures that develop from self-monitoring benefit all students

18 18 Suggestions for Whole Class Self-Monitoring Adjust class schedule if necessary Decide on a cue (i.e., timer) Design a flexible and simple tracking sheet Begin the program Teach and model appropriate behaviors Plan for extinction (i.e., graduation)

19 19 Challenges, Solutions, and Helpful Hints…

20 20 Challenges to Self-Monitoring Student may refuse to self-monitor the behavior Student keeps missing occurrences of the behavior to record Dishonest recording of behavior

21 21 Possible Solutions Offer the student an incentive or reward for using the program appropriately (i.e., classroom privilege) If the behavior is missed, point it out to the student and prompt him/her to record it. Check the definition of the behavior Make sure the definition is specific If necessary, model for the student If totals do not match closely (determine criteria ahead of time) then a reward will be missed

22 22 Fading to Self-Monitoring Fade frequency of comparison of ratings Continue to record ratings at end of each interval Comparing ratings drops from 100% to 0 Lengthen rating interval Fade frequency of receiving backup reinforcement Stretch out time period between when points earned and when exchanged for backup rewards

23 23 Helpful Hints… Avoid any other conduct systems at the same time Rules and consequences should be maintained Praise honesty in self-reporting Never change a mark a student has given him/herself Teach and model appropriate behaviors Allow students to model appropriate behaviors to peers Gradually increase time/frequency Work towards extinction Make a big deal about extinction Let parents know what is going on Give the system time to work

24 24 Self-Monitoring Tools…..

25 Example: Individual Student Recording Sheet

26 Example: Weekly Summary Sheet

27 Example: Individual and/or Whole Class Recording Sheet

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