Post on 19-Jan-2016
transcript
Classroom Management
SPEC 534
Session #4
Objectives
• Implement a systematic approach to identifying, assessing, and addressing behavioral concerns to promote student growth – Comparing models and
strategies which address responding to challenging behaviors
Comparing and Contrasting
• Definition of Behavior
• Specific proactive strategies– What are they called– How are the defined– How are they used
• Specific reactive strategies– Same as above
What is Positive Behavior Support?
Positive behavior support (PBS) is a proactive, comprehensive, systemic and individualized continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing problem behaviors.
Schools are moving toward school-wide discipline systems that address the entire school, the classroom, areas outside the classroom (such as hallways, restrooms, cafeteria), and the individual student with challenging behavior, and that result in a continuum of positive behavior support for all students.
School-wide
Individual
Student
Classroom
Non-Classroom
Continuum Of Continuum Of Behavior SupportBehavior Support
All Students in School
Students with Chronic/
Intense Problem
Behavior (1-7%)
Students At-Risk
for Problem
Behavior
(5-15%)
Students
without
Serious
Problem
Behaviors
(80-90%)
Tertiary Prevention
Secondary Prevention
Primary Prevention
Specialized Individual
Interventions
(Individual Student System)
Specialized Group
Interventions
(At-Risk System)
Universal Interventions
(School-Wide System
and Classroom System)
(Horner, 1998)
“…In the wake of Columbine and other shootings there can be no doubt that schools and school boards have the right, indeed the responsibility, to take strong action to preserve the safety of students, staff, and parents on school grounds…
“Unfortunately there appears to be little evidence, direct or indirect, supporting the effectiveness of suspension or expulsion for improving student behavior or contributing to overall safety.”
-Zero Tolerance, Zero Evidence, 2000
Why PBS?
Growing national concern regarding violence and aggressive behavior in schools
Increasing number of suspensions and expulsions
Research shows that suspension and expulsion are ineffective in changing student behavior
Lack of universal procedures in schools to address problem behaviors
Why Implement School-wide PBS?
PBS utilizes school-wide discipline procedures, in conjunction with specific student interventions
PBS develops a school-community environment focused on safety and effective social behaviors in order to enhance the teaching and learning process
PBS encourages the involvement of families and community members as partners with the school community
Traditional Discipline Strategies
Focus on eliminating/decreasing problem behavior
Reactive in nature
Focus on topography, or form, of behavior
Separation between instruction and behavioral issues
Oriented toward short-term changes
Punishing students without a school-wide positive support system results in increased aggression, vandalism, truancy, drop-outs.
(Mayer & Sulzer-Azaroff, 1991)
Proactive or Reactive?
Proactive
Reactive
Preventative
•Stop something from occurring
•Act as a result
•Driven by circumstances
•Fore planning & thinking
•Driven by values
Problems with Punishment (The Indiana Resource Project, 1991)
Social disruption
Lack of teaching
Lack of generalization
Lack of self-management
Recurrence
Creation of increased anxiety
Generation of Aggression
Suppression of Behavior
Traditional Behavior Management
Views individual as the problem and attempts to “fix” them
Extinguishes behavior
Sanctions aversives
Takes days or weeks to “fix” a single behavior
Positive Behavior Support
Views systems, settings, and skill deficiencies as the “problem” and attempts to “Fix” systems, settings, and skills
Creates new context, experiences, relationships and skills
Sanctions positive approaches
Takes years to create responsive system, personalized settings, and appropriate/ empowering skills
Traditional Behavior
Management
Implemented by behavioral specialists often in atypical settings
Often resorted to when systems are inflexible
Positive Behavior Supports
Implemented by a dynamic and collaborative team using person-centered planning in typical settings
Flourishes when systems are flexible
Changing vs. Managing Behaviors
Managing Behaviors
• Reactive• “Controlling” a
behavior for the moment
• Has consequences
• Has clearly defined expectations
• Direct and concise language
Changing Behaviors
• Proactive• Has long term
effects, not just for the moment
• Consider the function of behavior
• Teaching behaviors– Discipline
“Disciplina” = Teaching
• Reinforcing behaviorsMezzocchi, Michael. (2001) Managing Behavior. . Pathway Staff Development
Major Features of School-wide PBS:
Universal approach to discipline
Clear expectations of positive behaviors
Procedures for teaching behaviors
Continuum of procedures for encouraging and reinforcing expected behavior
Teaching….
“If a child does not know how to read, we
teach.
If a child does not know how to swim, we
teach.
If a child does not know how to multiply, we
teach.
If a child does not know how to drive, we
teach.
If a child does not know how to behave,
we teach?…punish?”Tom Herner (NASDE President) Counterpoint, 1998
Fundamental to positive behavior support is the belief that behavior can and ought to be taught in much the same way that teachers teach academics.
Teaching for acquisition (students know what to do) is necessary but insufficient.
Strategies for teaching fluency (Students know what, why, when and where) are necessary.
Teaching
Model
Guided Practice
Independent Practice
Day 2
Establishing School-wide Expectations
Based on analysis of the data, the PBS team generates a list of expected behaviors.
In establishing this list, the team focuses on what actions they want students to display in place of the current behaviors that are perceived to be problematic.
Day 2
Next the team groups the desirable actions to formulate a concise set of widely stated universals…these become the universal or schoolwide rules.
Day 2
School-wide Expectations for
Riverside Elementary
Be Responsible
Be Respectful
Be Cooperative
Be Safe
Be a Learner
Once the school-wide expectations are identified, the team generates two levels of alternative behaviors.
I. The set of actions displayed across school settings that exemplify each rule.
E.g. :sharing, turn taking, listening, following directions and working together are exemplars of “Be Cooperative” that apply across school settings
II. The sets of setting specific exemplars for each school-wide expectation
Examples:
Bathroom
- Only 3 at a time
- Use quiet voices
- Wash hands thoroughly with soap
- Use only one paper towel
- Throw towel in the trash
Hallways:
- Enter the building quietly
- Walk in a straight line
- Walk silently
- Keep hands, feet and objects to self
- Go directly to your destination with a
pass
Define Clear and Consistent
Expectations• Step One: Define
Expectations–Set 3-5 overarching rules
for all settings–Develop a plan for
behavioral expectations–Set high, yet reasonable
expectations –State positively and
succinctly
Day 2
Define and Teach Define and Teach BehaviorBehavior
• Step Two: Teach Expectations– Make rules public– Articulate and model to
students what is expected– Practice, Practice, Practice
Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.
Day 2
Teaching
Model
Guided Practice
Independent Practice
Day 2
Instruction of the behavioral expectations should be integrated into the curriculum and taught directly and incidentally.
Reinforce and Reinforce and Support Support
New BehaviorsNew Behaviors
• Step Three: Reinforce Expectations – Catch students being
good– Correct for non-
compliance
Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.
Day 2
What Do These Words Mean?
• Independently mark a percentage next to each word.
• Compare what you wrote with your table group.
• Develop a range of responses.
Feedback from Assessments
• Great reflection questions-”Does he do this to manipulate…” “What if I did this…”
• Dates-times-durations of observations
• Scripts of observations
• Baselines and hypothesis
Feedback from Assessments
• Watch vague and judgment language language
• Be very specific and detailed (Think-justification and evidence)
• Make connections with factors and hypothesis
• Clearly define the behavior of concern
Homework
Yell, M. L. (1997) Teacher liability for student injury and misconduct. Beyond Behavior, 8, 4-9.
MacDonald, M. R.& Kunkel, S-H. (2002) The Path To Positive Classroom Management. Z. Dubah Press. pp 131-133.
Wolfgang, C. H. (2001) Solving Disciplined Classroom Management Problems: Methods & Models For Today’s Teachers. 5th Ed., New York: Wiley & Sons, chpt.9.