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Positive Behavior Supports

Steven GilroyCFN 207

Agenda: Positive Behavior Strategies

Setting a Positive Classroom Tone

Behavior Intervention Strategies from NEST Program

Application to Practice—Now What?

“Our words and tone of voice have a profound effect on children,” Responsive Classroom Newsletter

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What Does This Quote Make You Think About With Regards Student Behavior?

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim G. Ginott

If a child doesn’t know how to read

…we teach

If a child doesn’t know how to swim

…we teach

If a child doesn’t know how to tie his shoes

…we teach

If a child doesn’t know how to multiply

…we teach

If a child doesn’t know how to behave

... we?

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Most Common Responses to Disciplinary Issues…

Removal

Increased supervision and monitoring

Exclusion

Counseling

Suspension

Referrals

Placement…

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Conscious Classroom Management

ABC's of Behavior If You Can Predict it…You Can Prevent it!

• Antecedent: what was going on just before the behavior, what is the trigger?

• Behavior: what happened?

• Consequence: what happens as a result of the behavior?

Teach kids to self monitor, i.e. breathe, drink water, walk no talk

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Teach Replacement Behaviors• Signal to teacher when overwhelmed

• Use words when upset

• Keep hands to yourself (Keep hands away from other children when upset)

• Learn to go to a quiet area independently when needing to calm down

• Go to an adult to ask for help when transitions or peer negotiations are difficult• Example: Getting Upset

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Deep Breathing Techniques• When upset, take five deep breaths

• Move away from the problem

• Draw a picture of what I need

• Tell someone abut the picture.

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Break Corner• Use visuals to supports students in self-monitoring

behavior,

• Teach students to recognize when they need a break

• Designate an area to be used as a Break Corner (I named mine , ‘The Cozy Corner”

• Visual Directions present options: “I can…sit in a bean bag, squeeze a toy, listen to music, read a book, take deep breaths

• Offer Guidelines as to how long & how often a student can use the Break corner

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Classroom Behavioral Supports

• Display Class Schedule & Reference Frequently

• Organize to Minimize Distraction and Maximize Efficiency

• Utilize Visual Aids and Concrete Examples to Supplement Verbal Directions

• Provide Opportunities for Students to Make Choices Throughout the Day

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May I use the bathroom

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Water Please

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Turn It Around!

Turn it Around- If a child is continually engaging in unexpected behavior, or having difficulty following directives, he/she can be encouraged with this term, such as, “I know you can turn it around” or ‘Never too late to…”

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Remember to Transition

Quickly & Quietly!

More Supports• Incorporate Strengths and Interests in Learning

Activities

• Model Expected Behavior Rather Than Tell Students What Not To Do

• Highlight Appropriate Behavior in Peers

• Preview Upcoming Events Transitions Activities

• Use Class-wide Reinforcement Systems (Reward Chart) & Visual Timers to Indicate Duration

• Modify Environment to Accommodate Sensory Sensitivities and Sensory Overload

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Teaching Routines 3=33If you invest three weeks in teaching students the necessary

routines, you will get 33 weeks of teaching!

The best way to teach routines is through the use of visual cues. They can also promote on task behavior, help in overcoming difficulty with transitions, time management, & working independently

Visual schedules can be an effective means of promoting consistency and communicating activities

Visuals can be used in teaching expected behavior such as packing and unpacking, moving from one activity to another

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5 Sc Screaming/Emergency Only

4 Presentation Voice/Recess

3 Classroom Voice/ Normal Voice

2 Soft Voice/Partnership Voice

1 Qu Quiet Mouth/ Whisper

Visual cues can be more effective when used in conjunction with non-verbal cues

 

CLASSROOM VOICE SCALE

Give Me 5Visual rubric for whole body

listening

Eyes on the Speaker

Ears listening

Mouth quiet

Hands down

Body calm

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The Effective Teacher:Five ways to Manage a Class

• Clearly Define Procedures & Routines

• Teach Procedures & Routines

• Monitor Student Behavior

• Handle Inappropriate Behavior

• Plan Ahead

From Harry Wong, The Effective Teacher

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Useful Behavior Strategies

• Positive Connection Strategies

• Giving Students Choices

• Use of Non-verbal Cues

• Preventive Discipline

• Use of Behavior Contracts/Think Sheets

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Two by Ten StrategyA way to create a positive connection

Spend 2 minutes per day with your most challenging student, he or she leads the conversation.

Do this for 10 days in a row.

Research shows that there is an 85% improvement not only with that student but with the class in general.

Created by Raymond

Raymond Wlodkowski

COMMON LANGUAGE 5-Point Scale What is Expected/Unexpected Give Me 5 Body Bubble Big Problem/Little Problem Turn it Around Me vs. We Put your voice in your pocket Expected vs. Unexpected Good Enough

COMMON LANGUAGE 5-Point Scale: Voice Scale is a visual rubric for voice

volume; used in the classrooms to help children regulate their voice according to the context

“Give Me Five” encourages children to “listen with their whole body”: eyes on the speaker, ears listening, mouth quiet, hands down, and body calm. Implementation: “I like the way so-and-so is giving me five/listening with their whole body”.

Turn it Around If a child is continually engaging in unexpected behavior, or having difficulty following directives, he/she can be encouraged with this term, such as, “I know you can turn it around” or ‘Never too late to…”

COMMON LANGUAGEBody Bubble This term is used to define “personal space”.

Children are instructed to “stay in their own body bubble” (keeping body, hands, feet to self) Can monitor through outstretched arms.

Big Problem/Little Problem When a child seems to be “getting stuck” on a “little problem”, they can be prompted by saying, “Is that a big problem, or a little problem?”, or “That may feel like a #5, but it’s really a #1 problem”

We vs. Me This is used to differentiate between group & independent work Reminds kids to reflect on activities and promote working in groups

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Body BubbleBody Bubble- This term is used to define “personal space”.

Children are instructed to “stay in their own body bubble” (keeping body, hands, feet to self) Can monitor through outstretched arms.

A Community of Resources Building an Inclusive Community

Occupational Therapist: Executive Function

Speech Therapists: Language strategies for all students

Social Workers: Counsel to parents, staff and principal

Parent Coordinator: Bridging the gap with families

Next Steps What will you try with students who misbehave?

Challenge: Choose one strategy to try with a student who will be your case study. Collect data. Be consistent for 2 weeks.

How might you work with teachers on the grade to strengthen this practice?

How will you assess its’ effectiveness?

What support will you need to be effective?

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