1. Behavior planning in the classroom Dr. Kristan Shimpi Behavior Specialist Chatham County Schools

2. Behavior planning - why? Think of it as an investment: Allows you to be proactive vs reactive. Can mean whether or not a student participates in regular education classes. Provides a systematic way to give feedback to the student. Some students need frequent feedback about their behavior. Allows you to communicate with parents in an objective way (Johnny did/not earn his stars today vs he got on my nerves today).

3. Behavior planning: things to consider Be prepared: Look at the classroom to make sure things are set up to minimize challenges. Ex: is his cubby is a good place? Preferential seating? Ignore when possible - It can be hard to ignore, but a very effective strategy. It is ok to feel annoyed or frustrated. Redirect with alternative behavior: Give him something else to do. Reinforce alternative behavior.

4. Target behaviors Identify specific behaviors: Usually 3. Pick the behaviors that are causing the most problems. Make them objective and measurable (examples on next slide). State them positively: Why not just tell them not to do something? Better to give something appropriate to do - teaches good behaviors instead of punishing for bad behaviors.

5. Examples - not so good ones Was prepared for class: What does prepared mean? Had a good day: What is a good day? What you think and the student thinks might be very different. Played well with others: How to measure played well? Turned in homework: Turned in some/all? Students can learn to manipulate the system. Listened to the teacher: What does listening mean? Looking at you?

6. Examples - better ones Raise hand to speak. Follow directions. Be respectful (be sure to define what respectful means). Complete work. Participate in class activity (this can be raising hand, making a contribution, etc). Request a break when frustrated.

7. Format Daily/weekly: Most students will need to start off with a daily plan. AM/PM: Some students need to start over mid-day to try and redeem themselves from a bad start to the day. How frequently will you give feedback? When will you give feedback? Establish when you will talk with the student about the plan, otherwise he might ask all day. Will the student self-monitor? Remember that you have to teach self-monitoring. Start off with both teacher and student ratings to check for agreement.

8. Explaining to the student Get their input: We often come up with great plans and impart them on students. Even young students can give input. Have students give +/- examples of target behaviors. Must have “buy in” or the plan will not be very effective. What to say to other students? Fair is not doing the same thing for everyone.

9. Rewards/Consequences A note about bribery: Offering a reward DURING a tantrum is a bribe. Offering a treat to get a student to do work is bribe. This is different than having established expectations and rewards. Morning and afternoon or just afternoon? Make attainable: Start with where the student is - if he is doing no HW, turning in 85% at first might not be attainable. Work up to goal. Better to have a student earn vs taking something away. Rewards do not have to be “things.” Better to use activities if possible.

10. Monitoring and modifying Not supposed to be forever. Some students like to earn their way off a plan. This can be a great motivator. Gradually give less feedback: Do not stop all at once. Move to daily, then every other day, weekly, biweekly, etc. Drop targets once met. Fade the use of a behavior plan when possible.