EXED 670 Session 2

 On the two poster boards…  Write two ‘highs’ from the week  Write one ‘low’ from the week  Talk with your accountability pair about achieving your goal for this week…  Did you success?  Why or why not?  How can this help you create next week’s goal

What did you see this week?

Allie and Sam

Dealing with Difficulty Behavior

StrengthsDifficulties  Clear expectations to break down classroom rules  Allow for self- monitoring skills  Track progress for student and IEP  Focus on teaching not on behavior  Not always enforced by all teachers  All participates on the same page (consistent)  Consistent reward usage  Sticking with it after improvement!  Too disruptive to learning  Peer issues

 Are there specific classes that behavior occurs most often?  What do you know about that classroom?  Is it related to an already identified disability?  What classroom management strategies are present?  Is it a class that your co-teach in?

 Talk with the classroom teacher  What is tolerable to them? What are deal-breakers  How would he/she like behaviors handled? Be supportive

AccommodationsBehavior Plans  less significant behaviors  Can be controlled by teacher behaviors  Examples  Aggression  Verbal  Physical  Socially unacceptable  Not age appropriate

Frequency – How often it happens Use for things like hitting, getting out of seat, blurting out, swearing, turning in homework Duration – How long does the behavior last? Use for things like remaining in seat, crying, tantruming, sleeping in class Interval – Is it occurring at a certain interval? Use for very high frequency behaviors such as blurting out, sitting in seat, working on a task, drumming on the desk Latency – How much time elapses before the behavior is exhibited? Use for things such as beginning a task / following a direction after a command is given, turning in completed work, stopping a misbehavior when redirected

 Important to do before planning any BIP  Variety of forms to use  Have a timer and a good seat  Examples from article

 Essential for some students  EDBD  Not for Autism or ADHD  Best done with the support of the school psychologist and parent  Bring the data!

 Student Interview  Provide a list of choices  Provide specific times of day  Mix it up!  Involve the whole community  Favorite teachers, other students, parents, outside agencies  Student Questionnaires  All students at the beginning of the year

 Provides very specific behavior goals  Provides very specific positive and negative consequences  Provides the student with some choice and control  Is easily understood by the student regardless of age  Keep a journal or record of the ups and downs during the first BIP trial to present back to the BIP team

 Best if they are…  easily mobile  Simple  Clear  Quick to interact with  Carried by the student  Consistently used by all teachers

Discussion with article

 It this working?  Is it taking too much time out of instruction?  Is the child responding to it? Week 1 Week 2 Week 3  Meet at least every 6 weeks with BIP team  Get feedback from the student and the other teachers involved for improvement

Time to Share!