Behavior Management Principles—PBIS and Crisis Management Manuel Barrera, Ph. D.

Two Forms of Management Classroom management Prevention of the need for crisis management Institution in classes of support for positive learning behaviors Establishment and fluent use of key management strategies Crisis management When classroom management fails

Effect of Classroom and Behavior Management Positive Behavior Interventions and Supports

Functional Behavior Management Observing behavior Defining behavior Measuring behavior Collecting data on observed behavior displaying observed behavior Making data-based decisions

Observing Behavior Determining priority behaviors Deciding on a target behavior Making a determination of the behavior’s level of priority Determining whether to remediate, accommodate, postpone, or ignore

Priority of Target Behavior. Determine and begin with high-priority behaviors. Low priority behaviors: annoying but not harmful or of less educational importance. Mild priority: frequently (but not repeatedly) interfere with educational performance. Moderate-priority: repeatedly or significantly interfere with educational performance. High-priority: excessive and persistent disruption to self and others.

Defining Behavior Operationalizing behavior for purposes of determining what and how to change it.

Behaviors Are of Two Types Social behaviors Interactions with others Academic behaviors Interactions with learning content and associated learning skills

Classroom Management Principles Keep students engaged in learning Instruction that is organized and systematic Most of class time is spent on instructional activity and/or monitoring student activity Clear classroom rules—determined with student involvement Consistent adherence to classroom rules Manuel Barrera, Ph.D. 11/29/2018

Ethics Manuel Barrera, Ph.D. 11/29/2018

Professionals: 1. Apply only those disciplinary methods and behavioral procedures which they have been instructed to use and which do not undermine the dignity of the individual or the basic human rights of persons with exceptionalities, such as corporal punishment. Manuel Barrera, Ph.D. 11/29/2018

Professionals: 2. Clearly specify the goals and objectives for behavior management practices in the persons' with exceptionalities Individualized Education Program. Manuel Barrera, Ph.D. 11/29/2018

Professionals: 3. Conform to policies, statutes, and rules established by state/provincial and local agencies relating to judicious application of disciplinary methods and behavioral procedures. Manuel Barrera, Ph.D. 11/29/2018

Professionals: 4. Take adequate measures to discourage, prevent, and intervene when a colleague's behavior is perceived as being detrimental to exceptional students. Manuel Barrera, Ph.D. 11/29/2018

Professionals: 5. Refrain from aversive techniques unless repeated trials of other methods have failed and only after consultation with parents and appropriate agency officials. Manuel Barrera, Ph.D. 11/29/2018

What is the Goal of Behavior Management? To facilitate student learning. Ensure learning is successful for each individual for all students involved Manuel Barrera, Ph.D. 11/29/2018

What is Classroom Behavior Management? Ensuring student behavior facilitates student learning. Organization of curriculum arranging instruction (group and individual) evaluating student learning communicating instructional outcomes Manuel Barrera, Ph.D. 11/29/2018

Focus of Classroom Management Prevention of the need for crisis management Institution in classes of support for positive learning behaviors. Establishment and fluent use of key management strategies. Manuel Barrera, Ph.D. 11/29/2018

Key management strategies Paying attention to what students are doing. “with-itness” Praising positive student behavior Establishing stimulus control of student behavior Consistent use of appropriate rules and consequences Effectively applying behavioral interventions Appropriate and effective use of group management strategies These strategies constitute the boundaries within which most behavior problems can be prevented. They are not, however, intended to replace strategies for crisis difficulties. Specific approaches for severe problem behaviors and students with specific behavior disabilities are addressed later. Manuel Barrera, Ph.D. 11/29/2018

Prerequisites for Effective Management An appropriate (realistic) and functional (useful) curriculum Effective instructional practices Manuel Barrera, Ph.D. 11/29/2018

An Appropriate and Functional Curriculum Content and skills necessary to be learned If they need it, it must be taught Is perceived by the student as important and meaningful If they don’t know how to do it and they need it, they must learn it. If they can’t do it, they will likely try to avoid it. Manuel Barrera, Ph.D. 11/29/2018

Effective instructional practices There are many kinds of practices Effective instruction is defined as a practice that, when implemented correctly, results in desired academic and/or social outcomes. Manuel Barrera, Ph.D. 11/29/2018

Decision Rule for Applying Instruction No Examine and learn Strategies Known to Work Try Them Did They Work? Do Something Else Yes Manuel Barrera, Ph.D. 11/29/2018

Management Procedures that Support Problem Behaviors Forcing students to do to admit to lies Demanding confessions Confrontation Asking “why” Punishment Disapproving comments/ridicule Comparing students’ behavior Yelling Verbal battles Unrealistic threats Manuel Barrera, Ph.D. 11/29/2018

Effective Teaching Behaviors Positive and structured environment Engaged time Support for task completion Examples/non-examples Contingencies for rules/expectations Appropriate modeling Behavioral rehearsal Smooth transitions High student correct responding Brisk pacing Specificity Provide guided practice Cumulative review of skills Regular and varied assessments Regular interactions with students Frequent Feedback Varied positive reinforcement Manuel Barrera, Ph.D. 11/29/2018

Assessing Potential Sources of Problem Behaviors Is the content useful? Do the students know what to do? What obstacles exist? Are the students able? What are the consequences for desired performance? When do problems occur? How are students who act correctly different? How can I change my instruction? Manuel Barrera, Ph.D. 11/29/2018

Factors Affecting Classroom Management Positive and aversive consequences antecedent stimuli contingencies of reinforcement/punishment timing of reinforcement/punishment schedule of reinforcement persons who control the consequences Manuel Barrera, Ph.D. 11/29/2018

Antecedent Stimuli The context in which behavior takes place Setting events Setting demands Manuel Barrera, Ph.D. 11/29/2018

Setting events Physical space Schedule Rules Teacher Movement Patterns amount arrangements Schedule Rules Teacher Movement Patterns Stimulus change Modeling Behavioral Momentum Pre-correction Manuel Barrera, Ph.D. 11/29/2018