Alpha Academy Behavioral Intervention Jesika M. Clark Education 615

What is behavioral intervention?   takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior   include ways to change the environment to keep behavior from starting in the first place   provide positive reinforcement to promote good behavior   employ planned ignoring to avoid reinforcing bad behavior   provide supports needed so that the student will not be driven to act out due to frustration or fatigue (

At Alpha Academy… We need to focus on the following:  Discipline/Guidelines  Transitions  Redirecting/Calming  Focus on Defiant/Challenging Behavior  Give Examples Teachers at Alpha Academy are finding that they are getting exhausted with the tedious and strenuous job of keeping students discipline and expectations at the high level they are expected. Students are constantly sent to the office with little to no repercussions and are not taking the staff/teachers serious when it comes to the expectations that were set at the beginning of the year. This presentation is to help the teachers get back a more manageable classroom and positive school setting.

Discipline and Guidelines  Students are required to take responsibility of their actions, without the assurance that they will be rewarded when they have accomplished something they were expected to succeed in.  Guidelines should be clearly written and posted throughout the school and should be consistent within each grade level.  Discipline should be adhered to with proper record keeping and functionality of the classroom.  All students are required to do as they are told.  If they choose to detour from their expectations they should know that they will be held with great consequences.

 Take proper steps to create a positive classroom climate.  Clearly define rules and expectations.  Teach student to take responsibility for self and actions.  Communicate classroom behavior plan to the students and the parents.  Deal with misbehaviors promptly, fairly, consistently, and equitably.  Use precise messages that let the student know what is expected at all times.  Avoid using threats. Discipline and Guidelines (examples)

Transitions  Throughout the course of the day, students are in constant transition.  Teachers should model with students what is to take place throughout each transition during the first couple of weeks and then reviewed at the least every grading period.  Students need to be reminded and have their opinions and ideas heard.  Teachers and students need to work as a team in handling the proper transition techniques that will work with the class/school as a whole.

Transitions (examples)  Reduce the amount of downtime between activities and change of subjects.  Establish clear, consistent routines and expectations for accomplishing daily task and activities.  Provide daily warm-ups or bell- ringer activities for immediate student engagement.  Make materials quickly and easily accessible to students.  Use transition signals in advance to allow students to finish and prepare for the next activity.

Redirecting/Calmi ng  No matter what there will be a incident in which a student will need to be redirected and calmed down.  As teachers, we need to respect that they have the same feelings we have as adults.  As a professional, we need to work towards teaching students how to redirect their anger/frustration/etc. to a more neutral and positive outlook.  On the same toke, we need to redirect our frustrations with students to a more positive and calm balance for our health and relationship with our students and school.

Redirecting/Calmin g (examples)  Model and practice the Give Me Ten (count forward and backwards to 10)  Allow time for student to refocus and gain self-control  Be alert to triggers that lead to misbehavior  Allow student to take a walk with supervision  Assign a task for redirection (passing out paper)

Focus Defiant and Challenging Behavior  Remember, students have feelings and issues outside of their academic lives.  Sometimes they may over react or refuse to do a simple task.  Their reasoning's may be major, minor, and even humorous.  Whatever the case may be, we as professionals need to take steps to help them deal with their defiance.

Focus Defiant and Challenging Behavior (example)  Analyze and document an inappropriate situation to gather information on what might have triggered the misbehavior. What was the behavior the student displayed? What was the behavior the student displayed? What should the student have been doing at the time What should the student have been doing at the time of the displayed behavior? of the displayed behavior? What occurred prior to the behavior? What occurred prior to the behavior? When did the behavior occur (e.g., day, time of day; before, during, or after a particular subject or activity)? When did the behavior occur (e.g., day, time of day; before, during, or after a particular subject or activity)? Is there an observable pattern among the gathered information? Is there an observable pattern among the gathered information?  Increase positive reinforcement and feedback.  Encourage defiant students to keep a daily log of success and accomplishments and improvements.  Model a firm, fair, and consistent approach.

Give Examples:  Teachers have the responsibility to give prime examples of expected behavior within their classroom and the school.  This may include giving students role playing cards to help them see the improper behavior and show what type of consequences will be given. *Students need to understand what good and bad behavior looks like and the consequences that may follow.

Behavioral Intervention Is In Place…. Once the BIP is in place, the school and staff are then obligated to follow it. If the plan is not followed as it is constructed, the student is not to have to have any consequences inflicted on them. (

Extra Teacher Behavioral Strategies…  Break student tasks into manageable chunks  Students may misbehave to escape activities that they find too hard or tedious.  Offer choice  When students are offered opportunities to make simple but meaningful choices in their classroom routine, their behaviors can improve.  Offer help strategies  Misbehavior may occur when students are stuck on a work assignment and do not know how to quickly and appropriately request help without drawing undue attention to themselves.  Facilitate a Behavioral Contract  The student and teacher hammer out a written agreement that outlines: specific positive behaviors that the student is to engage in, the privileges or rewards that the student will earn for complying with the behavioral contract, and the terms by which the student is to earn the rewards.

References:  What is BIP? ( od/behavioranddiscipline/g/BIP.ht m) retrieved Oct. 13, od/behavioranddiscipline/g/BIP.ht mhttp://specialchildren.about.com/ od/behavioranddiscipline/g/BIP.ht m  Behavioral Intervention strategies ( b/5- Curriculum/Behavior%20intervent ion%20strategies.pdf retrieved Oct. 15, b/5- Curriculum/Behavior%20intervent ion%20strategies.pdfhttp:// b/5- Curriculum/Behavior%20intervent ion%20strategies.pdf  Teacher Behavioral Strategies Menu ( g/behavioral- interventions/challenging- students/teacher-behavioral- strategies-menu) retrieved Oct. 13, g/behavioral- interventions/challenging- students/teacher-behavioral- strategies-menuhttp:// g/behavioral- interventions/challenging- students/teacher-behavioral- strategies-menu