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Behavior The other side of the triangle
By: Brie Beane & Janna Sells
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Data Analysis School-wide Data Analysis of ODR Data By subgroup
By grade level Data Analysis
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https://www.youtube.com/watch? v=VL4an7UC3wA Brain Gym
Brain Break v=VL4an7UC3wA Brain Gym
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Tier 1: Universal Language
Do we have a common language? school-wide behavior guidelines & Planning Doc. What are we currently doing? What are our next steps? Tier 1: Universal Language
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10 Minute Break Stretch your legs!
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https://www.youtube.com/watch? v=VL4an7UC3wA Brain Gym
Brain Break v=VL4an7UC3wA Brain Gym
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Tier 1: School-wide Universal Language
Behavior Flowchart
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Tier 1: School-wide Universal Language
School-wide Universal Flowcharts Design/Review/Revise your flowchart Behavior Logs & Descriptors Tier 1: School-wide Universal Language
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Classroom Management Explicit Instruction Strategies
Classroom Management Strategies Team Activity Expectation/Consequence Mini Lesson Creation Classroom Management
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Lunch! On your own
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Building Classroom Community
Team Activity Poster Creation Share Out Strategies Building Classroom Community
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Tier 2: Helping the student be successful!
Behavior Flowchart
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Tier 2 Check-in/Check-out (CICO) Mentoring Small Group Counseling
Progress Monitoring Frequency & Duration CICO Logs ABC Charts/Checklists Tier 2
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Tier 3: Individual Behavior Plan
watch?v=teLoNYvOf90 Tier 3: Individual Behavior Plan
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Tier 3: Individual Behavior Plan
Behavior Flowchart
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Tier 3: Individual Behavior Plan
Rules of Behavior Behavior communicates a need (get or avoid) G: attention, access, sensory A: people, work/task, sensory, pain Need determined by looking at A and C Your reaction will determine whether a behavior will happen again Tier 3: Individual Behavior Plan
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Tier 3: Individual Behavior Plan
Antecedent can occur right before the behavior contexts, conditions, settings, situations Common Antecedents Transitions, illness, weather, task demand, presence of a certain peer/adult, day of week, time of day, perceived attention, proximity, noises, smells, subjects, activities, changes, upset, pain, embarrassed, tired, frustration, hungry… Tier 3: Individual Behavior Plan
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Tier 3: Individual Behavior Plan
focus on one at a time behavior of highest need or highest rate measureable & observable Tier 3: Individual Behavior Plan
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Tier 3: Individual Behavior Plan
Consequences events that follow behaviors as function of behavior, not punishment what maintains the behavior What is the child trying to get or avoid by having the behavior No guessing – collect data! Tier 3: Individual Behavior Plan
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Tier 3: Individual Behavior Plan
Elements of Behavior what people DO what can be SEEN what can be COUNTED know when it begins and ends stranger test Tier 3: Individual Behavior Plan
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Tier 3: Individual Behavior Plan
Determine the Function of Behavior ABC Checklist/Chart Video/Scenarios Mason: =PLmZLZvZyOq5wsStr_GCb4z8wc7SqsLWr0&index= 2 Café Girl: XCebLwFA&list=PLmZLZvZyOq5wsStr_GCb4z8wc7Sq sLWr0&index=6 Discussion Tier 3: Individual Behavior Plan
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Questions / Concerns Wrap-up
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