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

2. 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

3. Effect of Classroom and Behavior Management
Positive Behavior Interventions and Supports

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

5. 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

6. 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.

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

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

9. 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

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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

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

21. 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

22. 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

23. Decision Rule for Applying InstructionNo
Examine and learn Strategies Known to Work
Try Them
Did They Work?
Do Something Else
Yes
Manuel Barrera, Ph.D.
11/29/2018

24. 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

25. 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

26. 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

27. 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

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

29. 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