This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida,

Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

Maximizing Effectiveness Using Positive Behavior Support Methods in the

Classroom:Linking Curriculum and

Behavior

ObjectivesObjectives

• Recognize the link between behavior and curriculum/instruction

• Identify the fundamentals of a well- managed classroom

• Identify research-based effective instructional practices

Is There a Link Between Curriculum, Instruction and

Behavior?

Is There a Link Between Curriculum, Instruction and

Behavior?

An Educational Approach to Behavior Support

An Educational Approach to Behavior Support

• Because behavior problems are often a reflection of skill deficits…

• …teaching is often the best intervention

• Because instructional and curricular variables have been found to influence student behavior…

• …adaptation of instruction and curriculum can result in improved behavior and increased opportunity for learning

Learning & Challenging BehaviorLearning & Challenging Behavior

• Learning and behavior problems result from interaction between individuals and their environment

• Instructional focus:– Identify individual and group needs– Identify environmental supports and/or

adaptations required to meet needs

A Well-managed ClassroomA Well-managed Classroom

• Classroom management refers to all of the things that a teacher does to organize students, space, time, and materials so that instruction in content and students’ learning can take place.

Characteristics of awell-managed classroom

Characteristics of awell-managed classroom

• Students are deeply involved in their work• Students know what is expected of them and

are generally successful• There is relatively little wasted time,

confusion, or disruption• The climate of the classroom is work-

oriented, but relaxed and pleasant

Good Teaching PracticesGood Teaching Practices

• Researchers have identified a number of effective teaching strategies

• Good teaching strategies benefit ALL students

• Using good teaching practice results in more effective teaching and learning

Effective Instructional Practices (Westling & Fox, 1995)

Effective Instructional Practices (Westling & Fox, 1995)

• Carefully plan instruction• Manage behavior effectively• Design instructional groups that meet learning

needs• Present instructional materials/directions clearly• Maintain a steady pace of instruction• Clearly communicate high (reasonable)

expectations

Effective Instructional Practices (Westling & Fox, 1995)

Effective Instructional Practices (Westling & Fox, 1995)

• Establish smooth, efficient classroom routines• Provide frequent feedback• Monitor performance• Review and reteach material as necessary• Integrate skills needed for adulthood into

instruction (e.g., problem-solving skills)• Use homework primarily for fluency • Interact in a positive, caring manner

Questions Guiding CurriculumQuestions Guiding Curriculum

• Is the task/activity…

• Appropriate given the students’ needs/preferences and chronological age?

• Presented in a clear, organized fashion?

• Too easy/difficult, short/long, fast/slow?

• Functional (does it help achieve important outcomes)?

Beyond Best PracticeBeyond Best Practice

• Maintaining a well-managed classroom and using proven teaching practices is not always enough

• The continued problem behavior of students CAN signal a need to further address teaching strategies and curriculum content at a more individualized level.