Chapter 9: Correcting

CHAMPS

Chapter 9: Correcting

• Task 1: Analyze and Adjust the Implementation of Your Basic Management Plan (Classroom Rule Violations & Early Stage Misbehavior - Chapter 3)

• Task 2: Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship with the Student

• Task 3: Analyze the Misbehavior and Develop a Function-Based Intervention

Awareness Type MisbehaviorsAbility Type MisbehaviorsAttention Seeking MisbehaviorsHabitual And Purposeful Types of Misbehaviors

Tasks in this chapter are designed to help you follow a sequential process to correct misbehavior:

1. Make minor changes to your Classroom Management and Discipline Plan,

2. Use positive relationships and interactions as a motivation strategy,

3. Analyze the function of the chronic misbehavior and design an intervention plan based on data.

Chapter 9 Tips!

• Who this chapter is for - page 358

• Effective corrections are - page 359

• Read & Highlight the “take note” - page 360

Task 1: Activity Blank reproducible Form 9.1 on CD & in

your handouts Completed sample on pages 362 – 363 Bulleted plan (questions to consider) on

pages 364 - 365

FYI: Individual student: your goal – tweak your plan, keep

the needs of this student in mindFIRST try easy interventions, strategies, ideasKeep positive feedback very highConsistent implementation for 2 weeks

Task 1: Activity – 15 minutes

Table teams: Identify a student with chronic misbehavior Tip - it really helps if the teacher (s)is with you when problem solving

Complete any 2 questions on Reproducible Form 9.1

Refer to the completed sample and/or bulleted plan on pages 362 – 365

Group share

Task 2: Quick Notes

Reproducible Form 9.2 on CD Completed sample on pages 367 – 368 Bulleted plan (questions to consider) on pages 369 – 370 Mini poster

FYI: Individual student: your goal - improve your connection with the

studentFIRST try easy interventions, strategies, ideasKeep positive feedback very highConsistent implementation for 2 weeks

Task 3: Analyze the misbehavior and develop a function-based intervention

Highlight this information:

Why students misbehave on pages 371 – 372

6 Step Approach to address chronic behavior pages 372 – 373

Function-based Intervention PlanReproducible Form 9.3 on CDCompleted sample on page 374

Individual Student Interventions

Match your interventions to the function of the behavior.

Include “teaching” of replacement behaviors.

An intervention handout to keep forever!

2 options

Your goal: Be a behavior detective!

Be prepared to categorize misbehaviors as early-stage, awareness type, ability type, attention seeking, or habitual/purposeful

and be prepared to use SPECIFIC intervention strategies for each category – see handout.

Chapter 9 Summary

Sequential process with 3 Tasks: Tweak your plan Connect with your students Match the intervention to the function of the

behavior.

STOIC – spend more time on “STOI” and you’ll decrease the time you spend on “C.”

~Always be willing to

try another intervention if your intervention plan

is not producing the results you want to see!

~