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

Strengths Difficulties

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 teacherWhat is tolerable to them?

What are deal-breakersHow would he/she like behaviors handled?

Be supportive

Accommodations Behavior 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 EDBDNot for Autism or ADHD

Best done with the support of the school psychologist and parent

Bring the data!

Student InterviewProvide 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 ClearQuick 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!